Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF)
Specification
NVQ/Competence-based qualification
First registration November 2014
Issue 3
Edexcel, BTEC and LCCI qualifications
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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 91485 4
All the material in this publication is copyright © Pearson Education Limited 2015
Contents
Purpose of this specification 1
1 Introducing Pearson 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 6
Industry support and recognition 6
Relationship with National Occupational Standards 6
4 Qualification structures 7
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) 7
5 Programme delivery 17
Learner recruitment, preparation and support 17
Training and assessment delivery 18
Employer engagement 18
6 Centre resource requirements 19
7 Access and recruitment 20
Prior knowledge, skills and understanding 20
Access to qualifications for learners with disabilities or specific needs 20
8 Assessment 21
Centre Guidance to ensure evidence at the appropriate standard is obtained 21
Language of assessment 21
Internal assessment 22
Assessment requirements/strategy 23
Types of evidence 23
Appeals 24
Dealing with malpractice 24
Reasonable adjustments to assessment 24
Special consideration 25
Credit transfer 25
9 Centre recognition and approval 26
Centre recognition 26
Approvals agreement 26
10 Quality assurance of centres 27
11 Unit format 28
Unit title 28
Unit reference number 28
QCF level 28
Credit value 28
Guided learning hours 28
Unit summary 28
Unit assessment requirements/evidence requirements 28
Learning outcomes 29
Assessment criteria 29
Unit 1: Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management 30
Unit 2: Plan, Allocate and Monitor Work in Own Area of Responsibility 41
Unit 3: Chair Meeting and Take Decisions in Construction Contracting Operations Management 48
Unit 4: Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management 55
Unit 5: Plan Measured Surveys in Construction Contracting Operations Management 69
Unit 6: Establish the Condition of Property in Construction Contracting Operations Management 83
Unit 7: Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management 96
Unit 8: Develop and Agree Detailed Project Designs in Construction Contracting Operations Management 106
Unit 9: Specify and Control Production Documents in Construction Contracting Operations Management 118
Unit 10: Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management 133
Unit 11: Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management 141
Unit 12: Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management 152
Unit 13: Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management 166
Unit 14: Evaluate Work Methods and Programme in Construction Contracting Operations Management 175
Unit 15: Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management 185
Unit 16: Control Contract Work in Construction Contracting Operations Management 194
Unit 17: Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management 203
Unit 18: Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management 212
12 Further information and useful publications 220
13 Professional development and training 221
14 Contact us 223
Annexe A: Assessment strategy – ConstructionSkills 224
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Purpose of this specification
This specification sets out:
● the objectives of the qualification
● any other qualification that a learner must have completed before taking the qualification
● any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
● the combination of units that a learner must have completed before the qualification will be awarded and any pathways
● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
● the knowledge, skills and understanding that will be assessed as part of the qualification
● the method of any assessment and any associated requirements relating to it
● the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)
● assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body
● assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body
● the Apprenticeship Framework in which the qualification is included, where appropriate.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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1 Introducing Pearson Edexcel NVQ/Competence-based qualifications
What are NVQ/Competence-based qualifications?
National Vocational Qualifications (NVQs)/Competence-based qualifications are work-based qualifications that give learners the opportunity to develop and demonstrate their competence in the area of work or job role to which the qualification relates.
NVQs/Competence-based qualifications are based on 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 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 that are 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.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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2 Qualification summary and key information
Qualification title Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF)
QCF Qualification Number (QN) 601/4787/8
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 09/10/2014
Operational start date 01/11/2014
Approved age ranges 18+
19+
Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy
Credit value 81
Assessment Portfolio of Evidence (internal assessment)
Guided learning hours 195–255
Grading information The qualification and units are graded pass/fail
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Qualification title Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF)
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).
Centres must also follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).
Funding 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
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
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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3 Qualification rationale
Qualification objectives
The Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) is for learners who work in, or who want to work in the construction and the built environment sector.
The Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) is designed for technical people working at a senior level in a wide range of job roles, for example senior estimator, senior quantity surveyor, senior buyer, senior planner. They will have responsibility for other people in their area of occupation.
This qualification is suitable for people who might be site-based and who have responsibility for functions such as dimensional control, surveys, physical testing and work planning. The qualification covers all sections of the construction cycle, including all forms of construction and civil engineering, and includes functions such as maintenance and demolition, and companies specialising in a single operation such as roofing, plastering and shop fitting.
Relationship with previous qualifications
This qualification is a direct replacement for the Pearson Edexcel Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF) (500/9535/3), which has expired.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Progression opportunities
This qualification allows learners to demonstrate competence in construction contracting operations management at a level required by the construction and the built environment industry. Learners can progress to the next level and size of the construction and the built environment competence and knowledge qualifications, and into other occupational areas such as team leading and management.
There is a progression route from the Pearson Edexcel Level 3 NVQ Diploma in Construction Contracting Operations (QCF). Progression opportunities from this qualification include progressing to the Pearson Edexcel Level 7 NVQ Diploma in Construction Senior Management (QCF), the Pearson Edexcel Level 7 NVQ Diploma in Built Environment Design and Consultancy Practice (QCF), and other post-graduate level qualifications.
Industry support and recognition
This qualification is supported by ConstructionSkills, the Sector Skills Council for Construction.
Relationship with National Occupational Standards
This qualification is based on the National Occupational Standards (NOS) in Construction and the Built Environment, which were set and designed by ConstructionSkills.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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4 Qualification structures
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF)
To achieve this qualification, learners must complete the required number of mandatory and/or optional credits from within one of the pathways, below.
Pathway 1 – Estimating
The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Estimating qualification can be awarded.
Minimum number of credits that must be achieved 86
Minimum number of credits that must be achieved at level 6 or above 81
Number of mandatory credits that must be achieved 73
Minimum number of optional credits that must be achieved 13
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
6 10 40
2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility
4 5 25
3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management
6 8 20
4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
6 8 20
7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
6 18 50
12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
6 12 20
13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
6 12 20
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Optional units Level Credit Guided learning hours
5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management
6 14 40
6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management
6 14 40
8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
6 20 60
9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management
6 18 50
10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
6 16 40
11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
6 20 60
14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management
6 13 30
15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
6 13 20
16 A/505/8336 Control Contract Work in Construction Contracting Operations Management
6 13 30
17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
6 13 30
18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
6 14 40
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Pathway 2 – Buying
The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Buying qualification can be awarded.
Minimum number of credits that must be achieved 94
Minimum number of credits that must be achieved at Level 6 or above 89
Number of mandatory credits that must be achieved 82
Minimum number of optional credits that must be achieved 12
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
6 10 40
2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility
4 5 25
3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management
6 8 20
4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
6 8 20
7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
6 18 50
11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
6 20 60
15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
6 13 20
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Optional units Level Credit Guided learning hours
5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management
6 14 40
6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management
6 14 40
8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
6 20 60
9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management
6 18 50
10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
6 16 40
12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
6 12 20
13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
6 12 20
14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management
6 13 30
16 A/505/8336 Control Contract Work in Construction Contracting Operations Management
6 13 30
17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
6 13 30
18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
6 14 40
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Pathway 3 – Planning
The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Planning qualification can be awarded.
Minimum number of credits that must be achieved 90
Minimum number of credits that must be achieved at Level 6 or above 85
Number of mandatory credits that must be achieved 78
Minimum number of optional credits that must be achieved 12
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
6 10 40
2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility
4 5 25
3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management
6 8 20
4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
6 8 20
7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
6 18 50
10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
6 16 40
14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management
6 13 30
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Optional units Level Credit Guided learning hours
5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management
6 14 40
6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management
6 14 40
8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
6 20 60
9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management
6 18 50
11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
6 20 60
12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
6 12 20
13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
6 12 20
15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
6 13 20
16 A/505/8336 Control Contract Work in Construction Contracting Operations Management
6 13 30
17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
6 13 30
18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
6 14 40
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Pathway 4 – Quantity Surveying
The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Quantity Surveying qualification can be awarded.
Minimum number of credits that must be achieved 88
Minimum number of credits that must be achieved at Level 6 or above 83
Number of mandatory credits that must be achieved 76
Minimum number of optional credits that must be achieved 12
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
6 10 40
2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility
4 5 25
3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management
6 8 20
4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
6 8 20
9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management
6 18 50
17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
6 13 30
18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
6 14 40
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Optional units Level Credit Guided learning hours
5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management
6 14 40
6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management
6 14 40
7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
6 18 50
8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
6 20 60
10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
6 16 40
11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
6 20 60
12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
6 12 20
13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
6 12 20
14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management
6 13 30
15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
6 13 20
16 A/505/8336 Control Contract Work in Construction Contracting Operations Management
6 13 30
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Pathway 4 – General The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – General qualification can be awarded.
Minimum number of credits that must be achieved 81
Minimum number of credits that must be achieved at Level 6 or above 76
Number of mandatory credits that must be achieved 31
Minimum number of optional credits that must be achieved 50
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
6 10 40
2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility
4 5 25
3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management
6 8 20
4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
6 8 20
Unit Unit reference number
Optional units Level Credit Guided learning hours
5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management
6 14 40
6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management
6 14 40
7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
6 18 50
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Optional units (continued) Level Credit Guided learning hours
8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
6 20 60
9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management
6 18 50
10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
6 16 40
11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
6 20 60
12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
6 12 20
13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
6 12 20
14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management
6 13 30
15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
6 13 20
16 A/505/8336 Control Contract Work in Construction Contracting Operations Management
6 13 30
17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
6 13 30
18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
6 14 40
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5 Programme delivery
Centres are free to offer these qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets learners’ needs. Learners must be in employment or working with a training provider on a programme so that they can develop and demonstrate the occupational competence required.
Whichever mode of delivery is used, centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website at 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.
Learner recruitment, preparation and support
Good practice in relation to learner recruitment, preparation and support includes the following.
● Providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme.
● Using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs.
● Carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme.
● Keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.
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Training and assessment delivery
Good practice in relation to training and assessment delivery includes the following.
● Offering flexible delivery and assessment to meet the needs of the employer and learner, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios.
● Planning opportunities for the development and practising of skills on the job. On-the-job training presents an excellent opportunity to develop the learner’s routine expertise, resourcefulness, craftspersonship and business-like attitude. It is therefore important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Learners need to have structured time to learn and practice their skills separate from their everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, reflective practice, collaboration and consultation, could be used in this structured on-the-job learning.
● Integrating the delivery and assessment of Personal, Learning and Thinking Skills (PLTS) and Employment Rights and Responsibilities (ERR) if the programme is being delivered as a part of an Apprenticeship. It is important that learners understand the relevance of these skills in the workplace and are aware of when and how they will be developing them. Please see Annexe C for mapping of PLTS to the units in this specification.
● Developing an holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units as appropriate, thereby reducing the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the units with the learning process and the acquisition of knowledge and skills, and that indicates how and when the units will be assessed.
● Discussing and agreeing with the learner and employer suitable times, dates and work areas where assessment will take place. Learners and employers should be given regular and relevant feedback on performance and progress.
Employer engagement
Good practice in relation to employer engagement includes the following.
● Communicating with employers at the start of the programme to understand their business context and requirements so that the programme can be tailored to meet their needs.
● Working with the employer to ensure that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/tutor.
● Helping the employer to better understand their role in the delivery of the programme. It is important that employers understand that sufficient and relevant work must be given to learners in order to provide a culture of learning and to ensure that they are given every opportunity to participate in aspects of continuous professional development (CPD).
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.
● Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.
● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.
● Centres must meet any specific human and physical resource requirements outlined in the assessment requirements/strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.
● There must be systems in place to ensure continuing professional development for staff delivering the qualification.
● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.
● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7, Access and recruitment. For full details on the Equality Act 2010, please go to www.legislation.gov.uk.
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7 Access and recruitment
Our policy on access to our qualifications is that:
● they should be available to everyone who is capable of reaching the required standards
● they should be free from barriers that restrict access and progression
● there should be equal opportunities for all wishing to access the qualifications.
Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.
Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
Prior knowledge, skills and understanding
No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification.
Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8, Assessment.
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8 Assessment
To achieve a pass for the full qualification, the learner must achieve all the units required in the stated qualification structure.
Centre Guidance to ensure evidence at the appropriate standard is obtained
At level 6, this qualification is only suitable for learners working with significant levels of responsibility. They may be budget holders, in their respective disciplines, e.g. as site managers, planners, estimators, buyers - with responsibility and broad autonomy for managing projects and people, and dealing with complex problems that arise.
Where knowledge is required, discussions, questioning or other knowledge evidence should show conceptual understanding that enables the student to devise and sustain arguments and/or to solve problems, using ideas and techniques, some of which may be at the forefront of a discipline and from a range of sources
For competence it is expected that the evidence presented is in line with the level of responsibility they currently exercise, for example learners are likely to be operating in a range of varied and specific contexts using non routine and/ or creative activities exercising judgement in planning, selecting or presenting information which contribute to the management of significant construction projects.
They may show that they are utilising specialized skills across one or more disciplines, transferring and applying knowledge to solve complex problems and exercising judgement across a range of situations, determining, refining and evaluating methodology and their results, accepting accountability for achieving group and personal outcomes. They are likely to be involved in leading processes that result in substantial change, taking responsibility for the work and roles of others.
Language of assessment
Assessment of the internally assessed units may be in English, Welsh or Irish. If assessment is to be carried out in either Welsh or Irish then centres must inform Pearson at the point of learner registration.
A learner taking the qualification may be assessed in British or Irish Sign Language where it is permitted for the purpose of reasonable adjustment.
Further information on the use of language in qualifications is available in our policy document Use of languages in qualifications policy, available on our website 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 Assessment section of the unit.
Further guidance on the requirements for centre quality assurance and internal verification processes is available on our website www.edexcel.com. Please see Section 12, Further information and useful publications for details.
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Appeals
Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a Lead Internal Verifier or other member of the programme team. The assessment plan should allow time for potential appeals after learners have been given assessment decisions.
Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the document Enquiries and appeals about Pearson vocational qualifications policy, which is available on our website at: 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
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Special consideration
Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:
● assessment requires the demonstration of practical competence
● criteria have to be met fully
● units/qualifications confer licence to practice.
Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.
Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.
Both of the documents mentioned above are on our website at: 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
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9 Centre recognition and approval
Centre recognition
Centres that have not previously offered Pearson vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson vocational qualifications is available at 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.
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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
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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.
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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.
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Unit 1: Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
Unit reference number: K/505/8204
QCF Level: 6
Credit value: 10
Guided learning hours: 40
Unit summary
This unit is about health, safety and welfare policy and how it is implemented in an organisation. The knowledge gained applies to all workplaces whether a site, workshop, office or elsewhere.
You will need to promote a culture of health, safety and welfare and ensure that induction has taken place. You will need to check systems regularly, record/report information, identify possible improvements, make recommendations and implement systems.
You will need to identify hazards, obtain and review information relating to them and assess risks. You will need to apply the protection and prevention principles, identify any residual risks and pass on information relating to them.
You will need to identify the necessary resources and promote and maintain risk reduction.
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2:
1. Workplace:
● office
● workshop
● factory
● warehouse
● site.
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2. Induction:
● health and safety responsibilities
● work operations
● health, safety and welfare equipment and resources
● risk control procedures
● first-aid arrangements
● health and safety plans.
3. People:
● workforce
● visitors.
4. Statutory:
● prescribed notices
● certificates
● Certificate of Insurance
● safety signs.
Learning outcomes 3 and 4:
1. Hazards
● falls from height
● slips, trips and falls (same level)
● hit by falling or moving objects
● manual handling
● health issues
● power sources
● hazardous substances
● trapped by something collapsing or overturning
● confined spaces
● fire.
2. Workplace:
● office
● workshop
● factory
● warehouse
● site.
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3. Factors:
● injury to people
● cause of ill health
● damage of property
● adversely affect the built environment
● cost.
4. Assessing:
● likelihood of occurrence
● severity of harm incurred.
5. Risks:
● high
● medium
● low.
6. Principles of prevention and protection:
● eliminate
● control at source
● cumulative protection
● manage
● personal protection equipment.
Learning outcomes 5 and 6:
1. Workplace:
● office
● workshop
● factory
● warehouse
● site.
2. Risks:
● high
● medium
● low.
3. Methods:
● eliminate
● control at source
● cumulative protection
● manage
● personal protection equipment.
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Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Records of inducting and checking the competence of people in the workplace, including promoting a culture of health, safety and welfare, and recommending opportunities for improvements (1.1, 1.2) [1.1, 1.2, 1.3].
2. Records of implementing systems that include the meeting of statutory requirements for the identification and reduction of hazards, the reporting of accidents and emergencies and preventing recurrences, any special workplace conditions and non-complying situations (1.3, 1.4, 1.5) [1.1, 1.3, 1.4].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item that is considered to be common and key to demonstrating competence.
1. Identified hazards arising from work products, processes and equipment, identified residual risks, applied principles of prevention and protection (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence: not applicable.
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Records of the appropriate health and safety plan which include details of the risks, and risk reduction methods as planned (5.1, 5.2) [ALL].
2. Records of implemented and maintained risk reduction methods (5.3, 5.4) [5.2, 5.3].
Process evidence: not applicable.
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This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
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Man
agem
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–
Spec
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n –
Iss
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3 –
Feb
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y 2015 ©
Pea
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Educa
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2015
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Pear
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Man
agem
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–
Spec
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n –
Iss
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3 –
Feb
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y 2015 ©
Pea
rson
Educa
tion L
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2015
36
Learn
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Pear
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atio
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Man
agem
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–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
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2015
37
Learn
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haz
ards
in t
he
work
pla
ce a
risi
ng f
rom
const
ruct
ion w
ork
pro
duct
s, p
roce
sses
and e
quip
men
t
3.2
O
bta
in a
nd r
evie
w info
rmat
ion o
n a
ny
fact
ors
rel
atin
g t
o t
he
haz
ards
3.3
Id
entify
the
signific
ance
of
the
haz
ards
3.4
Ass
ess
the
signific
ant
risk
s
3.5
Apply
the
princi
ple
s of pre
vention a
nd p
rote
ctio
n
3.6
Id
entify
the
resi
dual
ris
ks
3
Be
able
to iden
tify
haz
ards
and a
sses
s risk
s in
the
work
pla
ce
3.7
Chec
k th
at r
esultin
g info
rmat
ion o
n s
ignific
ant
resi
dual
ris
ks is
pro
vided
to t
he
appro
priat
e peo
ple
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
38
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
D
escr
ibe
what
to iden
tify
as
the
haz
ards
in t
he
work
pla
ce a
risi
ng f
rom
co
nst
ruct
ion w
ork
pro
duct
s, p
roce
sses
and e
quip
men
t
4.2
Exp
lain
how
to o
bta
in a
ccura
te info
rmat
ion o
n a
ny
fact
ors
rel
atin
g t
o
the
haz
ards
4.3
Exa
min
e how
to
revi
ew a
ccura
te info
rmat
ion o
n a
ny
fact
ors
rel
atin
g t
o
the
haz
ards
4.4
D
escr
ibe
what
to iden
tify
as
the
signific
ance
of th
e haz
ards
4.5
Exa
min
e how
to
asse
ss t
he
signific
ant
risk
s
4.6
Exp
lain
how
to a
pply
the
princi
ple
s of
pre
vention a
nd p
rote
ctio
n
4.7
D
escr
ibe
what
to iden
tify
as
the
resi
dual
ris
ks
4
Under
stan
d h
ow
to
iden
tify
haz
ards
and a
sses
s risk
s in
th
e w
ork
pla
ce
4.8
Exp
lain
how
to c
hec
k th
at info
rmat
ion o
n s
ignific
ant
resi
dual
ris
ks is
pro
vided
to t
he
appro
priat
e peo
ple
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
39
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
requirem
ents
of
the
appro
priat
e hea
lth a
nd s
afet
y pla
n in
the
work
pla
ce
5.2
Id
entify
the
reso
urc
es a
nd a
ctiv
itie
s th
at a
re n
eces
sary
to im
ple
men
t th
e risk
red
uct
ion m
ethods
5.3
Im
ple
men
t an
d m
ainta
in r
isk
reduct
ion m
ethods
and p
roce
dure
s
5.4
U
tilis
e opport
unitie
s to
pro
mote
the
imple
men
tation o
f th
e risk
re
duct
ion m
ethods
and p
roce
dure
s
5
Be
able
to iden
tify
an
d im
ple
men
t m
ethods
and
pro
cedure
s to
re
duce
ris
k
5.5
Rec
ord
the
risk
red
uct
ion m
ethods
and p
roce
dure
s in
the
appro
priat
e in
form
atio
n s
yste
ms
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
6.1
D
escr
ibe
how
to
iden
tify
the
requirem
ents
of th
e ap
pro
priat
e hea
lth
and s
afet
y pla
n in t
he
work
pla
ce
6.2
D
escr
ibe
what
to iden
tify
as
the
reso
urc
es a
nd a
ctiv
itie
s th
at a
re
nec
essa
ry t
o im
ple
men
t th
e risk
red
uct
ion m
ethods
6.3
Exp
lain
how
to im
ple
men
t an
d m
ainta
in r
isk
reduct
ion m
ethods
and
pro
cedure
s
6.4
Exp
lain
how
to u
tilis
e opport
unitie
s to
pro
mote
the
imple
men
tation o
f th
e risk
red
uct
ion m
ethods
and p
roce
dure
s
6
Under
stan
d h
ow
to
iden
tify
and
imple
men
t m
ethods
and
pro
cedure
s to
re
duce
ris
k
6.5
Exp
lain
how
to r
ecord
the
risk
red
uct
ion m
ethod
s an
d p
roce
dure
s in
th
e ap
pro
priat
e in
form
ation 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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
41
Unit 2: Plan, Allocate and Monitor Work in Own Area of Responsibility
Unit reference number: H/600/9674
QCF Level: 4
Credit value: 5
Guided learning hours: 25
Unit summary
This unit is about allocating work to team members, agreeing objectives with them, assessing their performance and providing feedback.
You will gain an understanding of how to allocate work to team members, taking full account of their abilities and recommendations, and ensure that they have sufficient information and understand their responsibilities. You will gain an understanding of how to ensure their continuing understanding and agreement of priorities, and inform them of changes.
You will gain an understanding of how to work with team members to develop their own objectives and work plans, ensuring that these are consistent with their abilities, are sufficiently detailed, meet organisational objectives and are realistic and achievable. You will gain an understanding of how to ensure that team members understand the plans and are committed to them, and to offer advice and guidance as necessary and update plans as required.
You will gain an understanding of how to ensure that the team members understand monitoring and assessment processes and, in conjunction with team members, carry out meaningful assessments. Take account of their personal circumstances and organisational requirements.
You will gain an understanding of how to provide team members with feedback that is clear and constructive, is sensitive to their needs and maintains confidentiality. You will gain an understanding of how to give them the opportunity to respond and make recommendations regarding improvement.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
42
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit:
Learning outcome 1
1. Team members:
● people for whom you have line responsibility
● people for whom you have functional responsibility.
2. Objectives and work plans:
● short term
● medium term
● long term.
3. Organisational constraints:
● organisational objectives
● organisational policies
● resources.
Learning outcome 2
1. Allocate work in the contexts of:
● normal working
● emergencies.
2. Information:
● spoken
● written
● graphical.
3. Relevant people:
● team members
● colleagues working at the same level as yourself
● higher-level managers or sponsors
● customers
● suppliers.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
43
Learning outcomes 3 and 4
1. Purpose:
● assuring that objectives have been achieved
● assuring that quality and customer requirements have been met
● appraising team or individual performance
● assessing performance for reward
● recognise competent performance and achievement.
2. Monitor and assessment:
● specific to one activity or objective
● general to overall performance of the team or individual.
3. Information:
● qualitative
● quantitative.
4. Organisational constraints:
● organisational objectives
● organisational policies
● resources.
5. Feedback:
● positive
● negative
● spoken
● written.
6. Situation:
● during normal day-to-day activities
● when required to maintain motivation, morale and effectiveness
● during formal appraisals
● at team meetings and briefings
● during confidential discussions of work.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
44
Learning outcome 1
Product evidence
1. You must show evidence that you involve and plan work with at least one type of team member (ALL).
2. You must show evidence that you agree at least two types of objective and work plan (ALL).
3. You must also show evidence that you take account of all of the types of organisational constraint (ALL).
4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of team member, and objective and work plan (ALL).
Process evidence: not applicable.
Learning outcome 2
Product evidence
1. You must also show evidence that you reach agreement with at least two types of relevant person (ALL).
2. You must show evidence that you make allocations covering both contexts (ALL).
3. You must show evidence that you provide at least two types of information (ALL).
4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of information and relevant people (ALL).
Process evidence: not applicable.
Learning outcome 3
Product evidence
1. You must also show evidence that you take account of all types of organisational constraint (ALL).
2. You must show evidence that you use at least one type of monitor and assessment (ALL).
3. You must show evidence that you use both types of information (ALL).
4. You must show evidence that your assessments have at least two types of purpose (ALL).
5. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of purpose, monitoring and assessment (ALL).
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
45
Learning outcome 4
Product evidence
1. You must also show evidence that you give feedback in at least three types of situation (ALL).
2. You must show evidence that you give both types of feedback (ALL).
3. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of situation (ALL).
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
46
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
Exp
lain
the
conte
xt in w
hic
h w
ork
is
to b
e under
take
n
1.2
Id
entify
the
skill
s bas
e an
d t
he
reso
urc
es a
vaila
ble
1.3
Exa
min
e priorities
and s
ucc
ess
criter
ia n
eeded
for
the
team
1
Be
able
to p
roduce
a
work
pla
n f
or
ow
n a
rea
of
resp
onsi
bili
ty
1.4
Pr
oduce
a w
ork
pla
n f
or
ow
n a
rea
of
resp
onsi
bili
ty
2.1
Id
entify
tea
m m
ember
s’ r
esponsi
bili
ties
for
iden
tified
work
act
ivitie
s
2
Be
able
to a
lloca
te
and a
gre
e re
sponsi
bili
ties
w
ith t
eam
m
ember
s
2.2
Agre
e re
sponsi
bili
ties
and S
MART (
Spec
ific
, M
easu
rable
, Ach
ieva
ble
, Rea
listic
and T
ime-
bound)
obje
ctiv
es w
ith t
eam
mem
ber
s
3.1
Id
entify
way
s to
monitor
pro
gre
ss a
nd q
ual
ity
of
work
3
Be
able
to m
onitor
the
pro
gre
ss a
nd
qual
ity
of w
ork
in
ow
n a
rea
of
resp
onsi
bili
ty a
nd
pro
vide
feed
bac
k
3.2
M
onitor
and e
valu
ate
pro
gre
ss a
gai
nst
agre
ed s
tandar
ds
and p
rovi
de
feed
bac
k to
tea
m m
ember
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Rev
iew
and a
men
d w
ork
pla
n w
her
e ch
anges
are
nee
ded
4
Be
able
to r
evie
w
and a
men
d p
lans
of
work
for
ow
n
area
of
resp
onsi
bili
ty a
nd
com
munic
ate
chan
ges
4.2
Com
munic
ate
chan
ges
to 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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
48
Unit 3: Chair Meeting and Take Decisions in Construction Contracting Operations Management
Unit reference number: T/505/8206
QCF Level: 6
Credit value: 8
Guided learning hours: 20
Unit summary
This unit is about chairing meetings and analysing information, making decisions based on the conclusions from the analysis.
You will gain an understanding of how to circulate appropriate information before the meeting and ensure that those attending the meeting agree the meeting objectives. You will gain the ability to allocate time for discussion and keep within it, ensure that contributions are useful, clearly summarise them at appropriate times, confirm decisions and recommendations and seek feedback to improve future meetings.
You will gain the ability to use suitable methods to select and analyse information based on identified objectives, and then develop clear conclusions. You will need to present your results and record the work that led to the decisions.
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit:
Learning outcomes 1 and 2
1. Purpose:
● information given
● consultation
● decision making.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
49
2. Meeting:
● involving people from within your organisation
● involving people outside your organisation.
Learning outcomes 3 and 4
1. Analysis:
● formal and planned
● informal and ad hoc.
2. Information:
● qualitative
● quantitative.
3. Decisions:
● affecting operational performance
● affecting organisational policy.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
1. You must also show evidence of leading both types of meeting (1.1, 1.2, 1.4, 1.6, 1.7, 1.10) [1.2].
2. You must prove that you chair meetings to the national standard of competence (ALL) [ALL].
3. You must show evidence of leading meetings with all types of objective (1.1, 1.2, 1.7) [1.1].
Process evidence: not applicable.
Learning outcome 3
Product evidence
1. You must also show evidence that you take at least one type of decision (3.1, 3.2, 3.4) [3.3].
2 You must also show evidence that you use both types of information (3.2, 3.4) [3.2].
3. You must show evidence that you carry out both types of analysis (3.3, 3.6, 3.7) [3.1].
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
50
4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in taking both types of decision (3.1, 3.2, 3.4, 3.7) [3.3].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
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
ive
peo
ple
, ap
pro
priat
e to
the
purp
ose
of
the
mee
ting,
suffic
ient
notice
and info
rmat
ion t
o a
llow
them
to c
ontr
ibute
effec
tive
ly
1.2
Ensu
re t
hat
eve
ryone
atte
ndin
g a
gree
s th
e obje
ctiv
e of
the
mee
ting a
t th
e st
art
1.3
Allo
cate
dis
cuss
ion t
ime
to t
opic
s co
nsi
sten
tly
with t
hei
r im
port
ance
, urg
ency
and c
om
ple
xity
1.4
M
anag
e th
e m
eeting in a
way
whic
h h
elps
atte
ndee
s to
mak
e use
ful
contr
ibutions
and d
isco
ura
ges
dig
ress
ions
1.5
Pre
sent
info
rmat
ion a
nd p
rovi
de
sum
mar
ies
clea
rly
at a
ppro
priat
e poin
ts d
uring t
he
mee
ting
1.6
Ensu
re t
hat
mee
tings
achie
ve t
hei
r obje
ctiv
es w
ithin
the
allo
cate
d
tim
e
1.7
Ensu
re t
hat
agre
ed d
ecis
ions
and r
ecom
men
dat
ions
fall
within
the
gro
up’s
auth
ority
1.8
G
ive
clea
r, a
ccura
te a
nd c
onci
se info
rmat
ion a
bout
dec
isio
ns
and
reco
mm
endat
ions
to t
hose
who
nee
d it
1
Be
able
to c
hai
r m
eetings
1.9
See
k fe
edbac
k fr
om
those
att
endin
g a
nd u
se t
his
to im
pro
ve t
he
effe
ctiv
enes
s of fu
ture
mee
tings
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
52
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
Exp
lain
how
to g
ive
peo
ple
, ap
pro
priat
e to
the
purp
ose
of
the
mee
ting,
suff
icie
nt
notice
and info
rmat
ion t
o a
llow
them
to
contr
ibute
ef
fect
ivel
y
2.2
Exp
lain
how
to e
nsu
re t
hat
eve
ryon
e at
tendin
g a
gre
es t
he
obje
ctiv
e of
the
mee
ting a
t th
e st
art
2.3
Exp
lain
how
to a
lloca
te d
iscu
ssio
n t
ime
to t
opic
s co
nsi
sten
tly
with
thei
r im
port
ance
, urg
ency
and c
om
ple
xity
2.4
Eva
luat
e how
to
man
age
the
mee
ting in a
way
whic
h h
elps
atte
ndee
s to
mak
e use
ful co
ntr
ibutions
and d
isco
ura
ges
dig
ress
ions
2.5
Exp
lain
how
to p
rese
nt
info
rmat
ion a
nd p
rovi
de
sum
mar
ies
clea
rly
at
appro
priat
e poin
ts d
uring t
he
mee
ting
2.6
Exp
lain
how
to e
nsu
re t
hat
mee
tings
achie
ve t
hei
r obje
ctiv
es w
ithin
th
e al
loca
ted t
ime
2.7
Exp
lain
how
to e
nsu
re t
hat
agre
ed d
ecis
ions
and r
ecom
men
dat
ions
fall
within
the
gro
up’s
auth
ority
2.8
Exp
lain
how
to g
ive
clea
r, a
ccura
te a
nd c
onci
se info
rmat
ion a
bout
dec
isio
ns
and r
ecom
men
dat
ions
to t
hose
who
nee
d it
2
Under
stan
d h
ow
to
chai
r m
eetings
2.9
Exp
lain
how
to s
eek
feed
bac
k fr
om
those
att
endin
g a
nd u
se t
his
to
impro
ve t
he
effe
ctiv
enes
s of fu
ture
mee
tings
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
53
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
obje
ctiv
es f
or
your
anal
ysis
whic
h a
re c
lear
and c
onsi
sten
t w
ith t
he
dec
isio
ns
you n
eed t
o m
ake
3.2
Sel
ect
info
rmat
ion w
hic
h is
accu
rate
, re
leva
nt
to t
he
obje
ctiv
es,
and
suffic
ient
to a
rriv
e at
rel
iable
dec
isio
ns
3.3
U
se m
ethods
of
anal
ysis
whic
h a
re s
uitab
le t
o a
chie
ve t
he
obje
ctiv
es
3.4
Anal
yse
the
info
rmat
ion t
o iden
tify
pat
tern
s an
d t
rends
signific
ant
to
the
dec
isio
ns
you n
eed t
o t
ake
3.5
D
evel
op c
lear
concl
usi
ons
whic
h y
ou s
upport
with r
easo
ned
arg
um
ents
an
d a
ppro
priat
e ev
iden
ce
3.6
Pr
esen
t th
e re
sults
of yo
ur
anal
ysis
, diffe
rentiat
ing c
lear
ly b
etw
een
fact
and o
pin
ion
3
Be
able
to a
nal
yse
info
rmat
ion f
or
dec
isio
n m
akin
g
3.7
M
ainta
in r
ecord
s of yo
ur
anal
ysis
whic
h a
re s
uff
icie
nt
to s
how
the
assu
mptions
and d
ecis
ions
mad
e at
eac
h s
tage
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
54
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
D
escr
ibe
what
to iden
tify
as
obje
ctiv
es f
or
your
anal
ysis
whic
h a
re
clea
r an
d c
onsi
sten
t w
ith t
he
dec
isio
ns
you n
eed t
o m
ake
4.2
Eva
luat
e how
to
sele
ct info
rmat
ion w
hic
h is
accu
rate
, re
leva
nt
to t
he
obje
ctiv
es,
and s
uffic
ient
to a
rriv
e at
rel
iable
dec
isio
ns
4.3
Exp
lain
how
to u
se m
ethods
of an
alys
is w
hic
h a
re s
uitab
le t
o a
chie
ve
the
obje
ctiv
es
4.4
Exa
min
e how
to
anal
yse
the
info
rmat
ion t
o iden
tify
pat
tern
s an
d
tren
ds
signific
ant
to t
he
dec
isio
ns
you n
eed t
o t
ake
4.5
Pr
opose
how
to
dev
elop c
lear
con
clusi
ons
whic
h y
ou s
upport
with
reas
oned
arg
um
ents
and a
ppro
priat
e ev
iden
ce
4.6
Exp
lain
how
to p
rese
nt
the
resu
lts
of
your
anal
ysis
, diffe
rentiat
ing
clea
rly
bet
wee
n f
act
and o
pin
ion
4
Under
stan
d h
ow
to
anal
yse
info
rmat
ion f
or
dec
isio
n m
akin
g
4.7
Exp
lain
how
to m
ainta
in r
ecord
s of yo
ur
anal
ysis
whic
h a
re s
uffic
ient
to s
how
the
assu
mptions
and d
ecis
ions
mad
e at
eac
h s
tage
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:_____________________________
Un
it 4
: D
evelo
p a
nd
Main
tain
Wo
rkin
g R
ela
tio
nsh
ips
an
d
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
55
Unit 4: Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management
Unit reference number: H/505/8217
QCF Level: 6
Credit value: 8
Guided learning hours: 20
Unit summary
This unit is about developing, maintaining and enhancing the trust and support of colleagues, those to whom you report and people who benefit from your work. It is also about personal development.
You will gain the ability to develop and maintain effective relationships, and offer timely, relevant information and helpful, sensitive advice. You will gain an understanding of how to present clear, timely proposals that are appropriately detailed and acknowledge objections and resolve conflicts sensitively.
You will review own performance, both by self and with line manager, and identify personal development needs and form them into a development plan. You will gain an understanding of the need to undertake development activities, record your progress and re-review your performance.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
56
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit:
Learning outcomes 1 and 2
1. Working relationships:
● formal
● informal.
2. People:
● those commissioning work
● employers
● employees
● clients and customers
● statutory bodies
● users
● professional consultants
● contractors
● consultants
● partners
● general public
● community groups
● suppliers of products and services
● government agencies.
3. Promote goodwill and trust:
● demonstrating a duty of care
● ethical relationships
● professional independence
● honouring promises and undertakings
● honest relationships
● constructive relationships.
4. Instructing, provide guidance, presenting and acknowledge:
● orally
● in writing
● using graphics
● electronically.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
57
5. Work activities:
● progress
● results
● achievements
● emerging threats
● risks
● opportunities.
Learning outcomes 3 and 4
1. Aims and objectives:
● preparation for career development
● intellectual challenge
● need for updating
● need to provide evidence of vocational competence
● compliance with employer and professional requirements
● promotion or job change
● awareness of shortcomings.
2. Personal development:
● maintenance of existing competence
● improvements to existing competence
● development of new competence
● commitment to vocational excellence.
3. Sources of support and guidance:
● national/industry bodies
● professional institutions
● education and training providers
● in house.
4. Benchmarks of competence:
● job descriptions
● professional institution requirements
● industry national occupational standards.
5. Development plan includes:
● priorities
● target dates
● development activities.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
58
6. Development activities:
● formal courses
● research
● work experience
● personal study.
Learning outcomes 5 and 6:
● personal responsibility for own decisions and the decisions of others
● ethical behaviour and take appropriate action if unethical behaviour
● responsibility and empowerment
● judgements and advice
● illegal contracts and conflicts of interest
● limits of professional expertise and parametres
● formal and informal contracts
● legal requirements, ethical standards and recognised good practice
● communication that maintains professional independence, goodwill and trust
● working practices
● systems to protect individual and the interests of society
● a culture of honesty and equity with people
● personal responsibility for own decisions and the decisions of others in organisation
● ethical and unethical behaviour
● establish a system of communication to report instances of unethical behaviour
● explain how to implement improvements where areas of weakness have been identified.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
59
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) which are considered to be common and key to demonstrating competence.
1. Instructions given and guidance provided about work activities (1.1, 1.2, 1.3, 1.6) [ALL].
2. Proposal(s) presented, including clarification and alternatives suggested (1.1, 1.4, 1.5, 1.6) [1.1, 1.2, 1.3, 1.4].
Process evidence
1. Instructions, guidance and presentations (ALL) [ALL].
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.
1. Records of personal development aims and objectives that include sources of support and guidance and selected benchmarks of competence and reviews and updating (3.1, 3.2, 3.3, 3.8).
2. Profiles of present competence identified against benchmarks of competence (3.4) [3.4].
3. Development plans which include identified development needs (3.4, 3.5) [3.5].
4. Records of developed progress achievement and evidence of competence identified against benchmarks of competence (3.6, 3.7) [3.4, 3.6].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
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rson
Educa
tion L
imited
2015
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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 a
nd m
ainta
in w
ork
ing r
elat
ionsh
ips
with p
eople
whic
h
pro
mote
goodw
ill a
nd t
rust
1.2
In
stru
ct p
eople
about
work
act
ivitie
s in
an a
ppro
priat
e le
vel of
det
ail
and w
ith a
n a
ppro
priat
e deg
ree
of urg
ency
1.3
Pr
ovi
de
guid
ance
and h
elp t
o p
eople
about
work
act
ivitie
s w
ith
sensi
tivi
ty a
nd e
nco
ura
ge
ques
tions,
req
ues
ts for
clar
ific
atio
n a
nd
com
men
ts
1.4
Pr
esen
t pro
posa
ls f
or
action c
lear
ly t
o p
eople
at
an a
ppro
priat
e tim
e an
d w
ith t
he
right
leve
l of
det
ail fo
r th
e deg
ree
of
chan
ge,
exp
enditure
an
d r
isk
invo
lved
1.5
Ack
now
ledge
obje
ctio
ns
to p
roposa
ls a
nd s
ugges
t al
tern
ativ
e pro
posa
ls
1
Be
able
to d
evel
op
and m
ainta
in
work
ing
rela
tionsh
ips
1.6
Res
olv
e co
nflic
ts a
nd d
iffe
rence
s of opin
ion in w
ays
whic
h m
inim
ise
offen
ce a
nd m
ainta
in g
oodw
ill,
trust
and r
espec
t
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pro
pose
how
to
dev
elop w
ork
ing r
elat
ionsh
ips
with p
eople
whic
h
pro
mote
goodw
ill a
nd t
rust
2.2
Exp
lain
how
to m
ainta
in w
ork
ing r
elat
ionsh
ips
with p
eople
whic
h
pro
mote
goodw
ill a
nd t
rust
2.3
Exp
lain
how
to inst
ruct
peo
ple
about
work
act
ivitie
s in
an a
ppro
priat
e le
vel of
det
ail an
d w
ith a
n a
ppro
priat
e deg
ree
of
urg
ency
2.4
Exp
lain
how
to p
rovi
de
guid
ance
and h
elp t
o p
eople
about
work
ac
tivi
ties
with s
ensi
tivi
ty
2.5
Exp
lain
how
to e
nco
ura
ge
ques
tions,
req
ues
ts for
clar
ific
atio
n a
nd
com
men
ts
2.6
Exp
lain
how
to p
rese
nt
pro
posa
ls f
or
action t
o p
eople
at
an
appro
priat
e tim
e an
d w
ith t
he
right
leve
l of
det
ail fo
r th
e deg
ree
of
chan
ge,
exp
enditure
and r
isk
invo
lved
2.7
Exp
lain
how
to a
cknow
ledge
obje
ctio
ns
to p
roposa
ls
2.8
Pr
opose
how
to
sugges
t al
tern
ativ
e pro
posa
ls w
her
e obje
ctio
ns
hav
e bee
n r
aise
d in r
espec
t of
exis
ting p
roposa
ls
2
Under
stan
d h
ow
to
dev
elop a
nd
mai
nta
in w
ork
ing
rela
tionsh
ips
2.9
Pro
pose
how
to
reso
lve
conflic
ts a
nd d
iffe
rence
s of
opin
ion in w
ays
whic
h m
inim
ise
off
ence
, an
d m
ainta
in g
oodw
ill,
trust
and r
espec
t
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
3.1
D
efin
e th
e ai
ms
and o
bje
ctiv
es f
or
under
taki
ng p
erso
nal
dev
elopm
ent
3.2
Id
entify
and c
onta
ct s
ourc
es o
f su
pport
and g
uid
ance
for
under
taki
ng
per
sonal
dev
elopm
ent
3.3
Id
entify
and s
elec
t re
leva
nt
ben
chm
arks
of co
mpet
ence
agai
nst
whic
h
per
sonal
dev
elopm
ent
can b
e m
easu
red
3.4
Anal
yse
the
curr
ent
per
sonal
lev
el o
f per
form
ance
agai
nst
the
iden
tified
ben
chm
arks
of
com
pet
ence
and r
ecord
a p
rofile
of
pre
sent
com
pet
ence
and p
erso
nal
dev
elopm
ent
nee
ds
3.5
Pr
epar
e a
dev
elopm
ent
pla
n f
or
achie
ving iden
tified
dev
elopm
ent
nee
ds
3.6
U
nder
take
dev
elopm
ent
activi
ties
aim
ed a
t ac
hie
ving iden
tified
dev
elopm
ent
nee
ds,
rev
iew
and r
ecor
d p
rogre
ss a
nd t
he
effe
ctiv
enes
s of
the
activi
ties
3.7
M
easu
re a
chie
vem
ent
of
iden
tified
dev
elopm
ent
nee
ds
and r
ecord
ev
iden
ce o
f co
mpet
ence
gai
ned
agai
nst
the
iden
tified
ben
chm
arks
of
com
pet
ence
3
Be
able
to
under
take
per
sonal
dev
elopm
ent
in t
he
occ
upat
ional
pra
ctic
e ar
ea
3.8
Rev
iew
the
cycl
e of
per
sonal
dev
elopm
ent
aim
s an
d o
bje
ctiv
es a
nd
revi
se a
nd u
pdat
e ai
ms
and o
bje
ctiv
es t
o s
uit c
han
gin
g c
ircu
mst
ance
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
4.1
Eva
luat
e how
to
def
ine
the
aim
s an
d o
bje
ctiv
es f
or
under
taki
ng
per
sonal
dev
elopm
ent
4.2
D
escr
ibe
what
to iden
tify
as
sourc
es o
f su
pport
and g
uid
ance
for
under
taki
ng p
erso
nal
dev
elopm
ent
4.3
Exp
lain
how
to c
onta
ct s
ourc
es o
f su
pport
and g
uid
ance
for
under
taki
ng p
erso
nal
dev
elopm
ent
4.4
D
escr
ibe
what
to iden
tify
as
rele
vant
ben
chm
arks
of
com
pet
ence
ag
ainst
whic
h p
erso
nal
dev
elopm
ent
can b
e m
easu
red
4.5
Eva
luat
e how
to
sele
ct r
elev
ant
ben
chm
arks
of
com
pet
ence
agai
nst
w
hic
h p
erso
nal
dev
elopm
ent
can b
e m
easu
red
4.5
Exa
min
e how
to
anal
yse
the
curr
ent
per
sonal
lev
el o
f per
form
ance
ag
ainst
the
iden
tified
ben
chm
arks
of
com
pet
ence
4.6
Exp
lain
how
to r
ecord
a p
rofile
of
pre
sent
com
pet
ence
and p
erso
nal
dev
elopm
ent
nee
ds
4.7
Exp
lain
how
to r
ecord
a p
rofile
of
pre
sent
com
pet
ence
and p
erso
nal
dev
elopm
ent
nee
ds
4.8
Exp
lain
how
to p
repar
e a
dev
elopm
ent
pla
n
4.9
Eva
luat
e how
to
under
take
dev
elopm
ent
activi
ties
4.1
0
Exa
min
e how
to
revi
ew p
rogre
ss a
nd t
he
effe
ctiv
enes
s of th
e ac
tivi
ties
4
Under
stan
d h
ow
to
under
take
per
sonal
dev
elopm
ent
in t
he
occ
upat
ional
pra
ctic
e ar
ea
4.1
1
Exp
lain
how
to r
ecord
pro
gre
ss a
nd t
he
effe
ctiv
enes
s of th
e ac
tivi
ties
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
4.1
2
Exp
lain
how
to m
easu
re a
chie
vem
ent
of iden
tified
dev
elopm
ent
nee
ds
agai
nst
the
iden
tified
ben
chm
arks
of
com
pet
ence
4.1
3
Exp
lain
how
to r
ecord
evi
den
ce o
f co
mpet
ence
gai
ned
agai
nst
the
iden
tified
ben
chm
arks
of
com
pet
ence
4.1
4
Exa
min
e how
to
revi
ew t
he
cycl
e of
per
sonal
dev
elopm
ent
aim
s an
d
obje
ctiv
es
4.1
5
Exp
lain
how
to r
evis
e an
d u
pdat
e per
sonal
dev
elopm
ent
aim
s an
d
obje
ctiv
es t
o s
uit c
han
gin
g c
ircu
mst
ance
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
5.1
Tak
e cl
ear
and u
neq
uiv
oca
l per
sonal
res
ponsi
bili
ty f
or
your
ow
n
dec
isio
ns
and t
he
dec
isio
ns
of oth
ers
in y
our
organ
isat
ion
5.2
Beh
ave
in a
n e
thic
al m
anner
and t
ake
appro
priat
e ac
tion if
unet
hic
al
beh
avio
ur
is b
rought
to y
our
atte
ntion
5.3
Est
ablis
h a
sys
tem
of
com
munic
atio
n t
o r
eport
inst
ance
s of
unet
hic
al
beh
avio
ur
whic
h e
nco
ura
ges
res
ponsi
bili
ty a
nd e
mpow
erm
ent
at a
ll le
vels
5.4
O
ffer
judgem
ents
and a
dvi
ce w
hic
h r
ecognis
e th
e nee
ds
of o
ther
peo
ple
5.5
M
anag
e cr
iter
ia t
hat
iden
tify
off
ers
and c
ontr
acts
whic
h a
re ille
gal an
d
whic
h m
ay g
ener
ate
conflic
ts o
f in
tere
st a
nd r
ejec
t th
ose
that
fai
l th
e cr
iter
ia
5.6
D
efin
e th
e lim
its
of
your
pro
fess
ional
exp
ertise
and s
et p
erim
eter
s to
w
ork
within
them
5.7
D
iscl
ose
info
rmat
ion o
bta
ined
fro
m c
lients
only
to t
hose
who h
ave
a le
gitim
ate
right
to r
ecei
ve it
5.8
Chec
k th
at form
al a
nd info
rmal
con
trac
ts a
nd a
gre
emen
ts f
or
advi
sory
an
d p
roble
m s
olv
ing s
ervi
ces
confo
rm t
o leg
al r
equirem
ents
, et
hic
al
stan
dar
ds
and r
ecognis
ed g
ood p
ract
ice
and t
hat
ser
vice
pro
vider
s ad
her
e to
rel
evan
t co
nditio
ns
5
Be
able
to p
ract
ice
in a
n e
thic
al
man
ner
5.9
Com
munic
ate
with c
lients
in a
sty
le a
nd m
anner
whic
h m
ainta
ins
pro
fess
ional
indep
enden
ce a
nd m
axim
ises
goodw
ill a
nd t
rust
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
5.1
0
Def
ine
and a
gre
e th
e w
ork
ing p
ract
ices
and t
he
expec
tations
of
the
peo
ple
invo
lved
in t
he
contr
act
5.1
1
Man
age
syst
ems
to p
rote
ct indiv
idual
and t
he
inte
rest
s of so
ciet
y an
d
to indem
nify
clie
nts
wher
e th
e ad
vice
giv
en r
esults
in loss
or
dam
age
to t
he
clie
nt
5.1
2
Kee
p a
ll fu
nds,
incl
udin
g inte
rest
, hel
d o
n b
ehal
f of
clie
nts
, se
par
ate
from
per
sonal
and o
rgan
isat
ional
funds
5.1
3
Prom
ote
a c
ulture
of hon
esty
and e
quity
with p
eople
, id
entify
are
as o
f w
eakn
ess
and r
ecom
men
d o
r im
ple
men
t im
pro
vem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
67
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
Exp
lain
how
to t
ake
clea
r an
d u
neq
uiv
oca
l per
sonal
res
ponsi
bili
ty f
or
your
own d
ecis
ions
and t
he
dec
isio
ns
of
oth
ers
in y
our
org
anis
atio
n
6.2
Exp
lain
how
to b
ehav
e in
an e
thic
al m
anner
and t
ake
appro
priat
e ac
tion if
unet
hic
al b
ehav
iour
is b
rought
to y
our
atte
ntion
6.3
Exp
lain
how
to e
stab
lish a
sys
tem
of
com
munic
atio
n t
o r
eport
in
stan
ces
of
unet
hic
al b
ehav
iour
whic
h e
nco
ura
ges
res
ponsi
bili
ty a
nd
empow
erm
ent
at a
ll le
vels
6.4
Eva
luat
e how
to
offer
judgem
ents
and a
dvi
ce w
hic
h r
ecognis
e th
e nee
ds
of
other
peo
ple
6.5
Eva
luat
e how
to
man
age
criter
ia t
hat
iden
tify
off
ers
and c
ontr
acts
w
hic
h a
re ille
gal
and w
hic
h m
ay g
ener
ate
conflic
ts o
f in
tere
st a
nd
reje
ct t
hose
that
fai
l th
e cr
iter
ia
6.6
Eva
luat
e how
to
def
ine
the
limits
of
your
pro
fess
ional
exp
ertise
and
set
per
imet
ers
to w
ork
within
them
6.7
Exp
lain
how
to d
iscl
ose
info
rmat
ion o
bta
ined
fro
m c
lients
only
to
those
who h
ave
a le
gitim
ate
right
to r
ecei
ve it
6.8
Exp
lain
how
to c
hec
k th
at f
orm
al a
nd info
rmal
contr
acts
and
agre
emen
ts f
or
advi
sory
and p
roble
m s
olv
ing s
ervi
ces
confo
rm t
o le
gal re
quirem
ents
, et
hic
al s
tandar
ds
and r
ecognis
ed g
ood p
ract
ice
and t
hat
ser
vice
pro
vider
s ad
her
e to
rel
evan
t co
nditio
ns
6.9
Exp
lain
how
to c
om
munic
ate
with c
lients
in a
sty
le a
nd m
anner
whic
h
mai
nta
ins
pro
fess
ional
indep
enden
ce a
nd m
axim
ises
goodw
ill a
nd
trust
6
Under
stan
d h
ow
to
pra
ctic
e in
an
ethic
al m
anner
6.1
0
Eva
luat
e how
to
def
ine
the
work
ing p
ract
ices
and t
he
expec
tations
of
the
peo
ple
invo
lved
in t
he
contr
act
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
68
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
1
Eva
luat
e how
to
agre
e th
e w
ork
ing p
ract
ices
and t
he
expec
tations
of
the
peo
ple
invo
lved
in t
he
contr
act
6.1
2
Eva
luat
e how
to
man
age
syst
ems
to p
rote
ct indiv
idual
and t
he
inte
rest
s of so
ciet
y an
d t
o indem
nify
clie
nts
wher
e th
e ad
vice
giv
en
resu
lts
in loss
or
dam
age
to t
he
clie
nt
6.1
3
Exp
lain
how
to k
eep a
ll fu
nds,
incl
udin
g inte
rest
, hel
d o
n b
ehal
f of
clie
nts
, se
par
ate
from
per
sonal
and o
rgan
isat
ional
funds
6.1
4
Propose
how
to
pro
mote
a c
ulture
of hon
esty
and e
quity
with p
eople
6.1
5
Des
crib
e how
to
iden
tify
are
as o
f w
eakn
ess
and r
ecom
men
d
impro
vem
ents
6.1
6
Exp
lain
how
to im
ple
men
t im
pro
vem
ents
wher
e ar
eas
of w
eakn
ess
hav
e bee
n iden
tified
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
69
Unit 5: Plan Measured Surveys in Construction Contracting Operations Management
Unit reference number: K/505/8218
QCF Level: 6
Credit value: 14
Guided learning hours: 40
Unit summary
This unit is about identifying what outputs are required from a survey, choosing appropriate survey methods and selecting people to carry out the work.
You will need to identify the data needed required from the survey. You must also analyse and assess existing information and investigate any access problems. You will also need to choose survey methods and commission people and organisations to carry out the survey.
You will need to assess any constraints that may affect the planning of the survey, and obtain permissions from owners of the sites and legal authorities. You must estimate the costs of the survey, plan and schedule the survey and identify and implement quality assurance and safety standards.
You will need to identify the factors for investigation, selecting any critical aspects of the site and surrounding area. You must also summarise priorities and costs in an investigation brief, and contact people and organisations affected by the investigation.
You will need to choose methods and techniques for the investigation. You should identify, collect, and collate the investigation data and analyse and evaluate it. You will also need to identify and record the opportunities and constraints and assess previous solutions to similar problems. You must present the findings and important factors, and assemble any supporting data that is not included in the report.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
70
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Survey – method:
● visual
● approximate measured
● detailed measurement of all specified features
● graphic
● instrumental.
2. Existing information:
● photographs
● maps
● charts
● drawings
● archive records
● legal documents.
Learning outcomes 3 and 4
1. Information:
● photographs
● maps
● charts
● drawings
● archive records
● legal documents.
2. Survey:
● visual
● approximate measured
● detailed measurement of all specified features
● graphic
● instrumental.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
71
Learning outcomes 5 and 6
1. Factors for investigation:
● historical
● conservation
● social
● visual and spatial
● ecological and environmental
● construction.
Learning outcomes 7 and 8
1. Methods and techniques for the investigation:
● documentary and record search
● investigative research
● field research.
2. Data:
● photographs
● maps
● charts
● drawings
● archive records
● legal documents
● surveys.
3. Factors:
● historical
● conservation
● social
● visual and spatial
● ecological and environmental
● construction.
4. Opportunities and constraints:
● project type, purpose, location
● durability
● occupancy
● significance/status
● legal and regulatory constraints
● physical and technical constraints
● health and safety
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
72
● anticipated development timetable
● environmental quality and sustainability.
5. Presenting:
● orally
● in writing
● graphically
● electronically.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) which are considered to be common and key to demonstrating competence.
1. Record(s) of a preliminary investigation which identifies the data requirements and an assessment of existing information and needs (1.1, 1.2, 1.3) [ALL].
2. Records of survey methods chosen (1.4) [1.2].
3. Records of commissioned surveys (1.5) [1.1, 1.2].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Plan(s) and schedule(s) for survey(s); assessed constraints; expert advice; permissions; cost estimates; identified quality assurance and safety standards (ALL) [ALL].
2. Method statement(s), programme(s) and budget(s) for survey(s) (3.5) [3.2].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
73
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Investigation brief(s) including significant factors; critical aspects of site and surroundings; priorities; time and costs (5.1, 5.2, 5.3) [5.1].
2. Record(s) of permissions and insurance (5.4, 5.5).
3. Record(s) of commissioning investigations (5.7) [5.1].
4. Specification(s) for contractor(s) (5.7).
Process evidence
1. Discussion(s) and meeting(s) (5.1) [5.1].
Learning outcome 7
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Evaluation(s) of investigation data (7.1, 7.2, 7.3) [7.1, 7.2, 7.3].
2. Summary(ies) of problems provided to experts (7.4) [7.3, 7.4].
3. Findings from investigations which include: opportunities and constraints for project development options; previous solutions; factors; supporting data (7.5, 7.6, 7.7, 7.8, 7.9) [7.2, 7.3, 7.4, 7.5].
Process evidence:
1. Presentation(s) of the evaluation report (7.7) [7.3, 7.5].
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
74
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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
the
fact
ors
for
inve
stig
atio
n t
hat
may
be
signific
ant
for
the
pla
nned
dev
elopm
ent
by
exam
inin
g d
ocu
men
ts,
sett
ing u
p a
nd
faci
litat
ing d
iscu
ssio
ns
and m
eetings
1.2
Sel
ect
the
critic
al as
pec
ts o
f bot
h t
he
site
and t
he
surr
oundin
g a
reas
w
hic
h r
equire
inve
stig
atio
n a
nd p
rioritise
them
1.3
Agre
e th
e priorities
for
inve
stig
atio
n,
an a
ccura
te e
stim
ate
of
the
tim
e an
d c
ost
s in
volv
ed,
and s
um
mar
ise
bot
h t
he
priorities
and e
stim
ates
in
an inve
stig
atio
n b
rief
1.4
O
bta
in a
ny
per
mis
sion t
hat
will
be
nee
ded
to c
arry
out
the
inve
stig
atio
n a
nd c
onfirm
that
they
are
val
id b
efore
the
inve
stig
atio
n
star
ts
1
Be
able
to iden
tify
in
vest
igat
ion
requirem
ents
1.5
Conta
ct p
eople
and o
rgan
isat
ions
who w
ill b
e af
fect
ed b
y th
e in
vest
igat
ion,
pro
vide
them
with c
lear
and a
ccura
te info
rmat
ion a
nd
ask
for
thei
r co
oper
atio
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
75
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
D
escr
ibe
what
to iden
tify
as
the
fact
ors
for
inve
stig
atio
n t
hat
may
be
signific
ant
for
the
pla
nned
dev
elop
men
t by
exam
inin
g d
ocu
men
ts,
sett
ing u
p a
nd fac
ilita
ting d
iscu
ssio
ns
and m
eetings
2.2
Eva
luat
e how
to
sele
ct t
he
critic
al a
spec
ts o
f both
the
site
and t
he
surr
oundin
g a
reas
whic
h r
equire
inve
stig
atio
n
2.3
Exa
min
e how
to
prioritise
the
critic
al a
spec
ts o
f both
the
site
and t
he
surr
oundin
g a
reas
whic
h r
equire
inve
stig
atio
n
2.4
Eva
luat
e how
to
agre
e th
e priorities
for
inve
stig
atio
n,
an a
ccura
te
estim
ate
of
the
tim
e an
d c
ost
s in
volv
ed,
and s
um
mar
ise
both
the
priorities
and e
stim
ates
in a
n inve
stig
atio
n b
rief
2.5
Exp
lain
how
to o
bta
in a
ny
per
mis
sion t
hat
will
be
nee
ded
to c
arry
out
the
inve
stig
atio
n a
nd c
onfirm
that
they
are
val
id b
efore
the
inve
stig
atio
n s
tart
s
2
Under
stan
d h
ow
to
iden
tify
in
vest
igat
ion
requirem
ents
2.6
Exp
lain
how
to c
onta
ct p
eople
and o
rgan
isat
ions
that
will
be
affe
cted
by
the
inve
stig
atio
n,
pro
vide
them
with c
lear
and a
ccura
te info
rmat
ion
and a
sk f
or
thei
r co
oper
atio
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
76
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
what
surv
ey info
rmat
ion is
nee
ded
, how
acc
ura
te it
nee
ds
to
be
and w
hat
info
rmat
ion o
utp
uts
are
req
uired
fro
m t
he
surv
ey
3.2
Anal
yse
and a
sses
s how
acc
ura
te,
up t
o d
ate
and c
om
ple
te t
he
exis
ting info
rmat
ion is,
and d
ecid
e w
hat
additio
nal
info
rmat
ion is
nee
ded
3.3
M
ake
a pre
limin
ary
inve
stig
atio
n t
o iden
tify
any
acce
ss p
roble
ms
and
equip
men
t w
hic
h w
ill b
e nee
ded
, an
d a
sses
s th
e im
plic
atio
ns
for
the
surv
ey
3.4
Choose
surv
ey m
ethods
whic
h a
re s
uitab
le f
or
the
type
of su
rvey
and
the
site
3
Be
able
to iden
tify
su
rvey
re
quirem
ents
3.5
Com
mis
sion s
urv
eys
by
sele
ctin
g p
eople
and o
rgan
isat
ions
that
are
co
mpet
ent
to d
o t
he
wor
k
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
4.1
D
escr
ibe
what
to iden
tify
as
the
surv
ey info
rmat
ion n
eeded
, how
ac
cura
te it
nee
ds
to b
e an
d w
hat
info
rmat
ion o
utp
uts
are
req
uired
fr
om
the
surv
ey
4.2
Exa
min
e how
to
anal
yse
and a
sses
s how
acc
ura
te,
up-t
o-dat
e an
d
com
ple
te t
he
exis
ting info
rmat
ion is
4.3
Eva
luat
e how
to
dec
ide
what
additio
nal
info
rmat
ion is
nee
ded
4.4
Exa
min
e how
to
mak
e a
pre
limin
ary
inve
stig
atio
n t
o iden
tify
any
acce
ss p
roble
ms
and e
quip
men
t w
hic
h w
ill b
e nee
ded
, an
d a
sses
s th
e im
plic
atio
ns
for
the
surv
ey
4.5
Eva
luat
e how
to
choose
surv
ey m
ethods
whic
h a
re s
uitab
le f
or
the
type
of su
rvey
and t
he
site
4
Under
stan
d h
ow
to
iden
tify
surv
ey
requirem
ents
4.6
Eva
luat
e how
to
com
mis
sion s
urv
eys
by
sele
ctin
g p
eople
and
org
anis
atio
ns
who
are
com
pet
ent
to d
o t
he
wor
k
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
5.1
Ass
ess
any
const
rain
ts w
hic
h m
ight
affe
ct t
he
pla
nnin
g o
f th
e su
rvey
an
d lim
it t
he
pro
cess
es w
hic
h a
re s
elec
ted
5.2
Consu
lt w
ith e
xper
ts f
or a
dvi
ce w
her
e ad
ditio
nal
, sp
ecia
list
info
rmat
ion
is n
eeded
5.3
Ask
for
and o
bta
in p
erm
issi
on t
o c
arry
out
the
surv
ey fro
m o
wner
s of
site
s w
ho w
ill b
e af
fect
ed,
and f
rom
any
legal
auth
orities
whic
h h
ave
to b
e not
ifie
d
5.4
Pl
an t
he
surv
eys
whic
h w
ill b
e nee
ded
and s
ched
ule
them
to m
eet
the
requirem
ents
of
the
pro
ject
5.5
Est
imat
e an
d just
ify
the
cost
of
the
surv
ey
5.6
D
evel
op a
cle
ar a
nd c
onci
se m
ethod
sta
tem
ent,
a p
rogra
mm
e an
d a
budget
for
the
surv
ey,
and a
gre
e th
em w
ith t
he
stak
ehold
ers
5.7
Id
entify
and im
ple
men
t qual
ity
assu
rance
and s
afet
y st
andar
ds
whic
h
are
suitab
le f
or t
he
surv
ey
5
Be
able
to s
elec
t su
rvey
pro
cess
es
and o
per
atio
ns
5.8
Chec
k an
d c
onfirm
that
insu
rance
has
bee
n t
aken
out
to p
rovi
de
full
cove
r ag
ainst
acc
iden
ts a
nd n
eglig
ence
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
6.1
Exa
min
e how
to
asse
ss a
ny
const
rain
ts w
hic
h m
ight
affe
ct t
he
pla
nnin
g o
f th
e su
rvey
and lim
it t
he
pro
cess
es w
hic
h a
re s
elec
ted
6.2
Exp
lain
how
to c
onsu
lt w
ith e
xper
ts f
or
advi
ce w
her
e ad
ditio
nal
, sp
ecia
list
info
rmat
ion is
nee
ded
6.3
Exp
lain
how
to a
sk f
or
and o
bta
in p
erm
issi
on t
o c
arry
out
the
surv
ey
from
ow
ner
s of
site
s w
ho w
ill b
e af
fect
ed a
nd fro
m a
ny
legal
au
thorities
whic
h h
ave
to b
e not
ifie
d
6.4
Pr
opose
how
to
pla
n t
he
surv
eys
whic
h w
ill b
e nee
ded
6.5
Exa
min
e how
to
sched
ule
surv
eys
to m
eet
the
requirem
ents
of
the
pro
ject
6.6
Exa
min
e how
to
estim
ate
the
cost
of
the
surv
ey
6.7
Eva
luat
e how
to
just
ify
the
cost
of
the
surv
ey
6.8
Pr
opose
how
to
dev
elop a
cle
ar a
nd c
onci
se m
ethod s
tate
men
t, a
pro
gra
mm
e an
d a
budget
for
the
surv
ey
6.9
Eva
luat
e how
to
agre
e a
clea
r an
d c
onci
se m
ethod s
tate
men
t, a
pro
gra
mm
e an
d a
budget
for
the
surv
ey w
ith s
take
hold
ers
6.1
0
Des
crib
e w
hat
to iden
tify
as
qual
ity
assu
rance
and s
afet
y st
andar
ds
whic
h a
re s
uitab
le f
or
the
surv
ey
6.1
1
Exp
lain
how
to im
ple
men
t qual
ity
assu
rance
and s
afet
y st
andar
ds
whic
h a
re s
uitab
le f
or
the
surv
ey
6
Under
stan
d h
ow
to
sele
ct s
urv
ey
pro
cess
es a
nd
oper
atio
ns
6.1
2
Exp
lain
how
to im
ple
men
t qual
ity
assu
rance
and s
afet
y st
andar
ds
whic
h a
re s
uitab
le f
or
the
surv
ey
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
Choose
met
hods
and t
echniq
ues
for
the
inve
stig
atio
n w
hic
h a
re v
alid
, re
liable
, co
nsi
sten
t w
ith leg
al r
equirem
ents
and w
hic
h r
ecognis
e co
nce
rns
rais
ed b
y th
e public
7.2
Id
entify
inve
stig
atio
n s
ourc
es a
nd c
olle
ct a
nd c
olla
te r
elev
ant
info
rmat
ion
7.3
Anal
yse
and e
valu
ate
the
inve
stig
atio
n info
rmat
ion w
hic
h h
as b
een
colle
cted
about
all of
the
signific
ant
fact
ors
aff
ecting t
he
pro
ject
dev
elopm
ent
7.4
Consu
lt w
ith e
xper
ts o
n s
pec
ific
pro
ble
ms
whic
h a
re r
elev
ant
to t
he
inve
stig
atio
n b
y pro
vidin
g t
hem
with a
n a
ccura
te s
um
mar
y of
the
pro
ble
ms
7.5
Id
entify
and r
ecord
the
opport
unitie
s an
d c
onst
rain
ts f
or
pro
ject
dev
elopm
ent
options
7.6
Id
entify
and a
sses
s pre
vious
solu
tions
whic
h a
re s
imila
r to
the
curr
ent
circ
um
stan
ces
to s
ee w
het
her
they
are
rel
evan
t an
d u
sefu
l
7.7
Pre
sent
accu
rate
fin
din
gs
whic
h c
lear
ly d
escr
ibe
all th
e im
port
ant
fact
ors
7.8
Sta
te c
lear
ly t
he
auth
ority
for
assu
mptions
and p
roje
ctio
ns
use
d in t
he
report
7.9
Ass
emble
any
support
ing info
rmat
ion w
hic
h is
rele
vant
to t
he
study,
but
whic
h is
not
incl
uded
in t
he
report
, st
ore
it
safe
ly a
nd index
it
clea
rly
for
futu
re r
efer
ence
7
Be
able
to
inve
stig
ate
and
eval
uat
e pro
ject
fa
ctors
7.1
0
Eva
luat
e th
e re
sults
of th
e in
vest
igat
ion a
nd d
ecid
e on a
n a
ppro
priat
e co
urs
e of
action
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Eva
luat
e how
to
choose
met
hods
and t
echniq
ues
for
the
inve
stig
atio
n
whic
h a
re v
alid
, re
liable
and c
onsi
sten
t w
ith leg
al r
equirem
ents
and
whic
h r
ecognis
e co
nce
rns
rais
ed b
y th
e public
8.2
D
escr
ibe
what
to iden
tify
as
inve
stig
atio
n s
ourc
es
8.3
Exp
lain
how
to c
olle
ct a
nd c
olla
te r
elev
ant
info
rmat
ion
8.4
Exa
min
e how
to
anal
yse
the
inve
stig
atio
n info
rmat
ion w
hic
h h
as b
een
colle
cted
about
all of
the
signific
ant
fact
ors
aff
ecting t
he
pro
ject
dev
elopm
ent
8.5
Exp
lain
how
to e
valu
ate
the
inve
stig
atio
n info
rmat
ion w
hic
h h
as b
een
colle
cted
about
all of
the
signific
ant
fact
ors
aff
ecting t
he
pro
ject
dev
elopm
ent
8.6
Exp
lain
how
to c
onsu
lt w
ith e
xper
ts o
n s
pec
ific
pro
ble
ms
whic
h a
re
rele
vant
to t
he
inve
stig
atio
n b
y pro
vidin
g t
hem
with a
n a
ccura
te
sum
mar
y of
the
pro
ble
ms
8.7
D
escr
ibe
what
to iden
tify
as
the
opport
unitie
s an
d c
onst
rain
ts f
or
pro
ject
dev
elopm
ent
options
8.8
Exp
lain
how
to r
ecord
the
opport
unitie
s an
d c
onst
rain
ts f
or
pro
ject
dev
elopm
ent
options
8.9
D
escr
ibe
what
to iden
tify
as
pre
vious
solu
tions
whic
h a
re s
imila
r to
the
curr
ent
circ
um
stan
ces
to s
ee w
het
her
they
are
rel
evan
t an
d u
sefu
l
8.1
0
Exa
min
e how
to
asse
ss p
revi
ous
solu
tions
whic
h a
re s
imila
r to
the
curr
ent
circ
um
stan
ces
to s
ee w
het
her
they
are
rel
evan
t an
d u
sefu
l
8
Under
stan
d h
ow
to
inve
stig
ate
and
eval
uat
e pro
ject
fa
ctors
8.1
1
Exp
lain
how
to p
rese
nt
accu
rate
fin
din
gs
whic
h c
lear
ly d
escr
ibe
all th
e im
port
ant
fact
ors
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
82
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
2
Exp
lain
how
to s
tate
cle
arly
the
auth
ority
for
assu
mptions
and
pro
ject
ions
use
d in t
he
report
8.1
3
Exp
lain
how
to a
ssem
ble
any
support
ing info
rmat
ion w
hic
h is
rele
vant
to t
he
study,
but
whic
h is
not
incl
uded
in t
he
report
, st
ore
it
safe
ly
and index
it
clea
rly
for
futu
re r
efer
ence
8.1
4
Exp
lain
how
to e
valu
ate
the
resu
lts
of
the
inve
stig
atio
n a
nd d
ecid
e on
an a
ppro
priat
e co
urs
e of
action
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
83
Unit 6: Establish the Condition of Property in Construction Contracting Operations Management
Unit reference number: D/505/8250
QCF Level: 6
Credit value: 14
Guided learning hours: 40
Unit summary
This unit is about assessing the condition of property and recommending a condition survey process.
You will gain the ability to select and evaluate relevant information methods and techniques for the condition survey process. You will also recommend a condition survey process and present it to the client. You will then assess the opinions of other people included in the recommendation and agree and confirm the instructions for the condition survey before the work starts.
You will gain the ability to evaluate data to identify the purpose of the inspection. You must also check and confirm that people affected by condition inspection have given their permission. You will then examine actual and potential causes of failure and identify parts of the property that do not conform to statutory requirements.
You will gain the ability to assemble and collate information on the condition survey, and select evaluation methods and techniques appropriate to the type of property. You will then select evidence for the assessment of the property’s condition, analyse evidence and information, and identify causes of failure and deterioration.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
84
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Information and documents – sources:
● land registry
● local search
● statutory notice
● acts of parliament
● local authority.
2. Condition survey:
● letting
● compensation
● insurance
● dilapidation
● tenant right
● condition
● estimate.
3. Relevant information:
● legal
● physical
● previous surveys
● technical
● historical.
4. Significant factors:
● degree of urgency
● gaps in information
● susceptibility to damage
● safety requirements.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
85
Learning outcomes 3 and 4
1. Data – sources:
● the client
● land registry
● local search
● tenants
● occupiers
● local authorities.
2. Condition inspection:
● letting
● compensation
● insurance
● dilapidation
● tenant right
● condition
● estimate.
3. Record:
● in writing
● graphically
● electronically.
4. Conventions:
● relevant professional bodies’ guidance
● in house
● health and safety legislation
● industry standards and legislation.
Learning outcomes 5 and 6
1. Information – sources:
● the client
● land registry
● local search
● tenants
● occupiers
● survey data
● local authorities
● industry standards and legislation
● published technical data.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
86
2. Condition survey:
● letting
● compensation
● insurance
● dilapidation
● tenant right
● condition
● estimate.
3. Evaluation methods and techniques:
● comparison
● quantitative
● qualitative
● risk assessment.
4. Report:
● in writing
● graphically
● electronically.
5. Necessary remedial work due to:
● susceptibility to damage
● safety requirements
● need to inhibit deterioration
● minimum legal standards
● in-house standards.
6. Relevant factors:
● costs
● specialist reports.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
87
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Evaluation(s) of information, advice and significant factors which include objectives and purpose, selected methods and techniques (1.1, 1.2, 1.3, 1.4, 1.5) [ALL].
2. Recommendation(s) for condition survey processes which include assessments of the status and validity of others’ opinions and judgements (1.6, 1.7) [1.2].
3. Instruction(s) and agreement(s) for condition survey(s) (1.8) [1.2].
Process evidence
1. Presentation(s) and agreement(s) for condition survey(s) (1.8) [1.2].
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) which are considered to be common and key to demonstrating competence.
1. Evaluation(s) of available and additional data (3.1, 3.4) [3.1].
2. Record(s) of inspection(s) which include equipment, resources and advice obtained, permissions, observations and measurements, agreed formats and conventions (3.1, 3.2, 3.3) [3.2, 3.3, 3.4].
3. Record(s) of further investigation(s) to identify the cause of inconsistencies and actual and potential causes of failure and deterioration (3.5, 3.6) [3.1, 3.2].
4. Record(s) of parts of the property that do not conform to statutory requirements (3.7) [3.3, 3.4].
Process evidence: not applicable.
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Condition survey which includes evaluations of collated information use appropriate methods and techniques, analysed evidence, identified causes of failure and deterioration, specified level of condition, recommended remedial work, qualifications and explanations (ALL) [ALL].
2. Record(s) of responses to client’s questions (5.8) [5.2].
3. Internal record(s) (5.9) [5.1].
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
88
Process evidence
1. Response(s) and clarification given to clients (5.8) [5.2].
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Colla
te a
vaila
ble
info
rmat
ion a
nd d
ocu
men
ts a
nd iden
tify
the
obje
ctiv
es
and p
urp
ose
of
the
conditio
n s
urv
ey
1.2
Sel
ect
valid
, ac
cura
te a
nd r
elev
ant
info
rmat
ion f
or
the
conditio
n s
urv
ey
pro
cess
1.3
Id
entify
the
leve
ls a
nd t
ypes
of pro
fess
ional
support
whic
h w
ill b
e nee
ded
and b
rief
advi
sers
with c
lear
and a
ccura
te s
um
mar
ies
of
the
info
rmat
ion a
vaila
ble
1.4
Sel
ect
met
hods
and t
echniq
ues
for
the
conditio
n s
urv
ey p
roce
ss w
hic
h
mee
t th
e re
quirem
ents
of
rele
vant
pro
fess
ional
codes
of
pra
ctic
e
1.5
Eva
luat
e re
leva
nt
info
rmat
ion a
nd a
dvi
ce a
nd iden
tify
sig
nific
ant
fact
ors
w
hic
h m
ay influen
ce t
he
conditio
n s
urv
ey
1.6
Rec
om
men
d a
conditio
n s
urv
ey p
roce
ss w
hic
h is
just
ifie
d b
y th
e ev
aluat
ion,
pre
sent
it c
lear
ly a
nd e
xpla
in it
to t
he
clie
nt
in a
man
ner
w
hic
h p
rom
ote
s goodw
ill a
nd t
rust
1.7
Ass
ess
the
valid
ity
of
the
opin
ions
of
oth
er p
eople
whic
h a
re incl
uded
in
the
reco
mm
endat
ion
1
Be
able
to
reco
mm
end a
nd
agre
e a
conditio
n
surv
ey p
roce
ss
1.8
Agre
e an
d c
onfirm
the
inst
ruct
ions
and a
gre
emen
ts for
the
conditio
n
surv
ey b
efor
e w
ork
sta
rts
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
Exp
lain
how
to c
olla
te a
vaila
ble
info
rmat
ion a
nd d
ocu
men
ts
2.2
D
escr
ibe
what
to iden
tify
as
the
obje
ctiv
es a
nd p
urp
ose
of
the
conditio
n
surv
ey
2.3
Eva
luat
e how
to
sele
ct v
alid
, ac
cura
te a
nd r
elev
ant
info
rmat
ion f
or
the
conditio
n s
urv
ey p
roce
ss
2.4
D
escr
ibe
what
to iden
tify
as
the
leve
ls a
nd t
ypes
of
pro
fess
ional
support
w
hic
h w
ill b
e nee
ded
2.5
Exp
lain
how
to b
rief
advi
sers
with c
lear
and a
ccura
te s
um
mar
ies
of
the
info
rmat
ion a
vaila
ble
2.6
Eva
luat
e how
to
sele
ct m
ethods
and t
echniq
ues
for
the
conditio
n s
urv
ey
pro
cess
whic
h m
eet
the
requirem
ents
of
rele
vant
pro
fess
ional
codes
of
pra
ctic
e
2.7
Exp
lain
how
to e
valu
ate
rele
vant
info
rmat
ion a
nd a
dvi
ce
2.8
D
escr
ibe
how
to
iden
tify
sig
nific
ant
fact
ors
whic
h m
ay influen
ce t
he
conditio
n s
urv
ey
2.9
Pr
opose
how
to
reco
mm
end a
con
ditio
n s
urv
ey p
roce
ss
2.1
0
Exp
lain
how
to p
rese
nt
and e
xpla
in t
he
conditio
n s
urv
ey p
roce
ss t
o t
he
clie
nt
2
Under
stan
d h
ow
to
reco
mm
end a
nd
agre
e a
conditio
n
surv
ey p
roce
ss
2.1
1
Exa
min
e how
to
asse
ss t
he
valid
ity
of
the
opin
ions
of oth
er p
eople
w
hic
h a
re incl
uded
in t
he
reco
mm
endat
ion
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
2.1
2
Eva
luat
e how
to
agre
e th
e in
stru
ctio
ns
and a
gre
emen
ts f
or
the
conditio
n s
urv
ey b
efore
work
sta
rts
2.1
3
Exp
lain
how
to c
onfirm
the
inst
ruct
ions
and a
gre
emen
ts f
or
the
conditio
n s
urv
ey b
efore
work
sta
rts
3.1
Eva
luat
e av
aila
ble
info
rmat
ion,
iden
tify
the
purp
ose
of
the
insp
ection
and o
bta
in t
he
equip
men
t an
d r
esou
rces
and s
pec
ialis
t ad
vice
that
will
be
nee
ded
3.2
Chec
k an
d c
onfirm
, bef
ore
sta
rtin
g t
he
conditio
n insp
ection,
that
peo
ple
w
ho w
ill b
e af
fect
ed h
ave
giv
en t
hei
r per
mis
sion
3.3
Tak
e ac
cura
te o
bse
rvat
ions
and m
easu
rem
ents
whic
h a
re n
eces
sary
for
the
conditio
n insp
ection a
nd r
ecord
them
cle
arly
, ac
cura
tely
and
com
ple
tely
usi
ng a
gre
ed f
orm
ats
and c
onve
ntions
3.4
Id
entify
gap
s in
info
rmat
ion a
nd o
bta
in a
dditio
nal
info
rmat
ion n
eeded
ab
out
the
pro
per
ty a
nd its
use
3.5
M
ake
furt
her
inve
stig
atio
ns
when
obse
rvat
ions
are
inco
nsi
sten
t w
ith
exis
ting info
rmat
ion a
nd e
xpec
ted fin
din
gs,
and a
ccura
tely
iden
tify
the
cause
of in
consi
sten
cies
3.6
Exa
min
e ac
tual
and p
ote
ntial
cau
ses
of fa
ilure
, det
erio
ration a
nd d
ecay
3
Be
able
to
inve
stig
ate
pro
per
ty f
or
conditio
n
3.7
Id
entify
and r
ecord
par
ts o
f th
e pro
per
ty w
hic
h d
o n
ot c
onfo
rm t
o
stat
uto
ry r
equirem
ents
and c
ircu
late
the
findin
gs
to p
eople
who
hav
e an
inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
4.1
Exp
lain
how
to e
valu
ate
avai
lable
info
rmat
ion
4.2
D
escr
ibe
what
to iden
tify
as
the
purp
ose
of th
e in
spec
tion
4.3
Exp
lain
how
to o
bta
in t
he
equip
men
t an
d r
esou
rces
and s
pec
ialis
t ad
vice
that
will
be
nee
ded
4.4
Exp
lain
how
to c
hec
k an
d c
onfirm
bef
ore
sta
rtin
g t
he
conditio
n
insp
ection,
that
peo
ple
who w
ill b
e af
fect
ed h
ave
giv
en t
hei
r per
mis
sion
4.5
Exp
lain
how
to t
ake
and r
ecord
acc
ura
te o
bse
rvat
ions
and
mea
sure
men
ts w
hic
h a
re n
eces
sary
for
the
conditio
n insp
ection,
usi
ng
agre
ed f
orm
ats
and c
onve
ntions
4.6
D
escr
ibe
what
to iden
tify
as
gap
s in
info
rmat
ion
4.7
Exp
lain
how
to o
bta
in a
dditio
nal
info
rmat
ion n
eeded
about
the
pro
per
ty
and its
use
4.8
Exp
lain
how
to m
ake
furt
her
inve
stig
atio
ns
when
obse
rvat
ions
are
inco
nsi
sten
t w
ith e
xist
ing info
rmat
ion a
nd e
xpec
ted f
indin
gs
and
iden
tify
the
cause
of in
consi
sten
cies
4.9
Exa
min
e how
to
exam
ine
actu
al a
nd p
ote
ntial
cau
ses
of fai
lure
, det
erio
ration a
nd d
ecay
4.1
0
Des
crib
e w
hat
to iden
tify
as
par
ts o
f th
e pro
per
ty t
hat
do n
ot
confo
rm
to s
tatu
tory
req
uirem
ents
4
Under
stan
d h
ow
to
inve
stig
ate
pro
per
ty f
or
conditio
n
4.1
1
Exp
lain
how
to r
ecord
those
par
ts o
f th
e pro
per
ty w
hic
h d
o n
ot
confo
rm
to s
tatu
tory
req
uirem
ents
and c
ircu
late
the
findin
gs
to p
eople
who h
ave
an inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
93
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
emble
and c
olla
te info
rmat
ion o
n t
he
conditio
n s
urv
ey
5.2
Sel
ect
eval
uat
ion m
ethod
s an
d t
echniq
ues
whic
h a
re a
ppro
priat
e to
the
type
of
pro
per
ty a
nd w
hic
h m
eet
the
requirem
ents
of
pro
fess
ional
st
andar
ds
and c
odes
of pra
ctic
e
5.3
Sel
ect
evid
ence
for
the
asse
ssm
ent
of
conditio
n w
hic
h is
accu
rate
, co
mple
te a
nd r
elev
ant
to t
he
requirem
ents
of th
e co
nditio
n s
urv
ey
pro
cess
5.4
Anal
yse
all re
leva
nt
evid
ence
and info
rmat
ion u
sing a
ppro
priat
e m
ethods
and t
echniq
ues
and m
ake
a re
alis
tic
asse
ssm
ent
of
conditio
n
to iden
tify
cau
ses
of fa
ilure
, det
erio
ration a
nd d
ecay
5.5
Pre
par
e a
conditio
n s
urv
ey r
eport
whic
h is
accu
rate
, co
mple
te,
mee
ts
rele
vant
codes
of
pra
ctic
e an
d s
tandar
ds,
cle
arly
spec
ifie
s th
e le
vel of
conditio
n,
reco
mm
ends
any
nec
essa
ry r
emed
ial w
ork
, an
d is
qual
ifie
d
by
any
rele
vant
fact
ors
5.6
Exp
lain
cle
arly
wher
e an
d w
hy
accu
rate
insp
ection a
nd m
easu
rem
ent
has
not
bee
n p
oss
ible
5.7
Answ
er t
he
clie
nt’s
ques
tions
about
the
conditio
n s
urv
ey a
nd g
ive
appro
priat
e cl
arific
atio
n
5
Be
able
to p
repar
e an
d p
rese
nt
conditio
n s
urv
ey
report
s an
d r
ecord
s
5.8
M
ainta
in r
ecord
s w
hic
h a
re c
lear
, ac
cura
te a
nd c
om
ple
te a
nd c
onfo
rm
to a
ccep
ted p
rofe
ssio
nal
and s
tatu
tory
req
uirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
94
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
Exp
lain
how
to a
ssem
ble
and c
olla
te info
rmat
ion o
n t
he
conditio
n
surv
ey
6.2
Eva
luat
e how
to
sele
ct e
valu
atio
n m
ethods
and t
echniq
ues
whic
h a
re
appro
priat
e to
the
type
of
pro
per
ty a
nd w
hic
h m
eet
the
requirem
ents
of
pro
fess
ional
sta
ndar
ds
and c
odes
of
pra
ctic
e
6.3
Eva
luat
e how
to
sele
ct e
viden
ce for
the
asse
ssm
ent
of
conditio
n w
hic
h
is a
ccura
te,
com
ple
te a
nd r
elev
ant
to t
he
requirem
ents
of th
e co
nditio
n
surv
ey p
roce
ss
6.4
Exa
min
e how
to
anal
yse
all re
leva
nt
evid
ence
and info
rmat
ion u
sing
appro
priat
e m
ethods
and t
echniq
ues
and m
ake
a re
alis
tic
asse
ssm
ent
of
conditio
n t
o iden
tify
cau
ses
of fa
ilure
, det
erio
ration a
nd d
ecay
6.5
Exp
lain
how
to p
repar
e a
conditio
n s
urv
ey r
epor
t
6.6
Exp
lain
cle
arly
wher
e an
d w
hy
accu
rate
insp
ection a
nd m
easu
rem
ent
has
not
bee
n p
oss
ible
6.7
Exp
lain
how
to a
nsw
er t
he
clie
nt’s
ques
tions
about
the
conditio
n s
urv
ey
and g
ive
appro
priat
e cl
arific
atio
n
6
Under
stan
d h
ow
to
pre
par
e an
d
pre
sent
conditio
n
surv
ey r
epor
ts a
nd
reco
rds
6.8
Exp
lain
how
to m
ainta
in r
ecord
s w
hic
h a
re c
lear
, ac
cura
te a
nd c
om
ple
te
and c
onfo
rm t
o a
ccep
ted p
rofe
ssio
nal
and s
tatu
tory
req
uirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
95
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
96
Unit 7: Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management
Unit reference number: F/505/8256
QCF Level: 6
Credit value: 18
Guided learning hours: 50
Unit summary
This unit is about the procurement and use of resources. You will gain the ability to identify and agree goals and priorities with the project stakeholders. You will also identify the function and performance requirements for the project. You will need to clarify, summarise and present the project requirements and stakeholder preferences, challenge any preferences that are not realistic and decide valid options.
You will gain the ability to identify where resources will be needed and how to obtain them. You will then need to analyse the factors that will influence the procurement and use of resources. You will also check that resources have been estimated, and that opportunities and constraints have been evaluated and presented to decision makers. You will also produce a report on the procurement and use of resources.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
97
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Agree:
● direct with a client
● by negotiation and agreement with a partnering team.
2. Project stakeholders:
● the client
● the client’s financial advisers
● design consultants
● potential contractors
● potential subcontractors and suppliers
● potential investors
● funding agencies
● independent client advisers
● user groups.
3. Goals and priorities:
● quantity
● quality
● cost
● time
● development
● improvement
● use
● whole-life costs
● environmental impact and sustainability
● security.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
98
4. Clarify the project stakeholders’ requirements by:
● reference to standard documentation
● checklists
● client consultation
● questionnaires
● comparative field research
● market research.
5. Constraints and risks
● cost
● time
● health and safety
● the environment.
6. Presenting:
● orally
● in writing
● graphically
● electronically.
Learning outcomes 3 and 4
1. Identify by:
● standard lists and procedures
● investigative research.
2. Resources:
● plant
● labour
● materials
● subcontractors.
3. Factors that will influence the procurement of resources:
● forms of contract
● availability
● cost
● insurances
● time and period required
● transport
● delivery dates
● recoverable costs
● discounts
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
99
● service support
● environmental impact and sustainability
● political sensitivities
● legal and regulatory constraints on access and use
● permits
● sustainability.
4. Factors that will influence the use of resources:
● people
● use of materials
● sustainability
● equipment
● construction methods
● contracting methods
● quantity
● quality standards
● climate
● legal and regulatory constraints
● health, safety and welfare
● infrastructure.
5. Presenting:
● orally
● in writing
● graphically
● electronically.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
100
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Summary(ies) of stakeholder goals, priorities and requirements (1.1, 1.2, 1.3, 1.4) [ALL].
2. Options agreed in writing (1.5) [1.2].
Process evidence
1. Presentation(s) of the summary(ies) of requirements and preferences (1.4) [1.2, 1.6].
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Report(s) on the procurement and use of resources which include: areas of development where resources will be needed; investigations to quantify the resources; costs programmes and statements of purpose; influencing factors; potential opportunities and constraints; impact; checks of estimated resources; calculations; amendments to reflect feedback (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence
1. Presentation(s) of evaluation report(s) (3.5) [3.5].
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
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 a
gre
e w
ith p
roje
ct s
take
hold
ers
what
thei
r goal
s an
d
priorities
are
both
now
and f
or
the
futu
re
1.2
Sum
mar
ise,
pre
sent
and c
larify
the
pro
ject
sta
kehold
ers’
re
quirem
ents
, th
e options
avai
lable
and t
he
const
rain
ts a
nd r
isks
w
hic
h m
ight
apply
to t
he
pro
ject
1.3
Chal
lenge
pro
ject
req
uirem
ents
and s
take
hold
ers’
pre
fere
nce
s w
hic
h
do n
ot
appea
r to
be
real
istic,
dec
ide
valid
options
and a
gre
e th
em in
writing
1.4
In
vest
igat
e ec
onom
ic f
acto
rs a
nd r
esourc
es,
envi
ronm
enta
l an
d
ecolo
gic
al f
acto
rs,
and s
oci
al v
iew
s th
at a
ffec
t th
e fu
ture
ass
et v
alue
and s
ust
ainab
ility
of pote
ntial
dev
elopm
ent
1.5
Eva
luat
e th
e bes
t bal
ance
bet
wee
n t
he
pote
ntial
ass
et v
alue
and
sust
ainab
ility
and p
roje
ct d
esig
n,
funct
ion,
per
form
ance
and r
eturn
on
inve
stm
ent
1
Be
able
to iden
tify
, as
sess
and a
gre
e pro
ject
re
quirem
ents
and
stak
ehold
er
pre
fere
nce
s
1.6
D
ecid
e w
het
her
and h
ow t
o im
ple
men
t th
e pote
ntial
sust
ainab
le
dev
elopm
ent
appro
ach in o
rder
to a
chie
ve k
ey r
equirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
2.1
D
escr
ibe
what
to iden
tify
as
the
pro
ject
sta
kehold
ers’
goal
s an
d
priorities
both
now
and in t
he
futu
re
2.2
Eva
luat
e how
to
agre
e w
ith t
he
pro
ject
sta
kehold
ers
what
thei
r goal
s an
d p
riorities
are
, both
now
and in t
he
futu
re
2.3
Exp
lain
how
to s
um
mar
ise,
pre
sent
and c
larify
the
pro
ject
st
akeh
old
ers’
req
uirem
ents
, th
e options
avai
lable
and t
he
const
rain
ts
and r
isks
whic
h m
ight
apply
to t
he
pro
ject
2.4
Exa
min
e how
to
chal
lenge
pro
ject
req
uirem
ents
and s
take
hold
ers’
pre
fere
nce
s
2.5
Eva
luat
e how
to
dec
ide
whic
h o
ptions
are
valid
and a
gre
e th
em in
writing
2.6
Exa
min
e how
to
inve
stig
ate
econom
ic f
acto
rs a
nd r
esourc
es,
envi
ronm
enta
l an
d e
colo
gic
al f
acto
rs,
and s
oci
al v
iew
s th
at a
ffec
t th
e fu
ture
ass
et v
alue
and s
ust
ainab
ility
of
pote
ntial
dev
elopm
ent
2.7
Exp
lain
how
to e
valu
ate
the
bes
t bal
ance
bet
wee
n t
he
pote
ntial
ass
et
valu
e an
d s
ust
ainab
ility
and p
roje
ct d
esig
n,
funct
ion,
per
form
ance
and
retu
rn o
n inve
stm
ent
2.8
Eva
luat
e how
to
dec
ide
whet
her
to
imple
men
t th
e pote
ntial
sust
ainab
le
dev
elopm
ent
appro
ach in o
rder
to a
chie
ve k
ey r
equirem
ents
2
Under
stan
d h
ow
to
iden
tify
, as
sess
an
d a
gre
e pro
ject
re
quirem
ents
and
stak
ehold
er
pre
fere
nce
s
2.9
Exp
lain
how
to im
ple
men
t th
e pot
ential
sust
ainab
le d
evel
opm
ent
appro
ach in o
rder
to a
chie
ve k
ey r
equirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
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
Id
entify
the
area
s of
the
dev
elopm
ent
wher
e re
sourc
es w
ill b
e nee
ded
an
d p
lan a
n inve
stig
atio
n t
o quan
tify
the
reso
urc
es a
nd t
o d
ecid
e w
her
e to
obta
in t
hem
3.2
Agre
e re
alis
tic
cost
s, p
rogra
mm
es a
nd c
lear
sta
tem
ents
of
purp
ose
for
inve
stig
atio
n w
ith t
he
stak
ehold
ers
3.3
Anal
yse
the
fact
ors
whic
h w
ill influen
ce t
he
pro
cure
men
t an
d u
se o
f re
sourc
es
3.4
Id
entify
pote
ntial
opport
unitie
s an
d c
onst
rain
ts a
nd a
sses
s th
e im
pac
t th
ese
mig
ht
hav
e on
the
pra
ctic
abili
ty a
nd e
ffic
iency
of
the
dev
elopm
ent
pro
cess
3.5
Chec
k th
at t
he
reso
urc
es t
hat
will
be
nee
ded
hav
e bee
n e
stim
ated
, su
mm
aris
e pote
ntial
opport
unitie
s an
d c
onst
rain
ts a
nd e
valu
ate
how
th
ese
will
aff
ect
both
the
finan
cing a
nd t
he
pro
gra
mm
ing o
f th
e pro
ject
3.6
Pr
esen
t th
e ca
lcula
tions
and e
valu
atio
n t
o d
ecis
ion m
aker
s, n
ote
thei
r ad
vice
and a
men
d t
he
eval
uat
ion t
o r
efle
ct t
he
feed
bac
k re
ceiv
ed
3
Be
able
to iden
tify
, as
sess
and
eval
uat
e re
sourc
e pro
cure
men
t fa
ctors
3.7
Pr
oduce
a r
eport
on t
he
pro
cure
men
t an
d u
se o
f re
sourc
es w
hic
h w
ill
enab
le a
pro
cure
men
t st
rate
gy
to b
e im
ple
men
ted
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
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
4.1
D
escr
ibe
what
to iden
tify
as
the
area
s of
the
dev
elopm
ent
wher
e re
sourc
es w
ill b
e nee
ded
4.2
Pr
opose
how
to
pla
n a
n inve
stig
atio
n t
o q
uan
tify
the
reso
urc
es
4.3
Eva
luat
e how
to
dec
ide
wher
e to
obta
in t
he
reso
urc
es
4.4
Eva
luat
e how
to
agre
e re
alis
tic
cost
s, p
rogra
mm
es a
nd c
lear
st
atem
ents
of
purp
ose
for
inve
stig
atio
n w
ith t
he
stak
ehold
ers
4.5
Eva
luat
e how
to
agre
e re
alis
tic
cost
s, p
rogra
mm
es a
nd c
lear
st
atem
ents
of
purp
ose
for
inve
stig
atio
n w
ith t
he
stak
ehold
ers
4.6
Exa
min
e how
to
asse
ss t
he
impac
t w
hic
h p
ote
ntial
opport
unitie
s an
d
const
rain
ts m
ight
hav
e on t
he
pra
ctic
abili
ty a
nd e
ffic
iency
of
the
dev
elopm
ent
pro
cess
4.7
Exp
lain
how
to c
hec
k th
e re
sourc
es t
hat
will
be
nee
ded
hav
e bee
n
estim
ated
4.8
Exp
lain
how
to s
um
mar
ise
pote
ntial
opport
unitie
s an
d c
onst
rain
ts
4.9
Exp
lain
how
to e
valu
ate
how
res
ourc
e nee
ds,
pote
ntial
opport
unitie
s an
d c
onst
rain
ts w
ill a
ffec
t both
the
finan
cing a
nd t
he
pro
gra
mm
ing o
f th
e pro
ject
4.1
0
Exp
lain
how
to p
rese
nt
the
calc
ula
tions
and e
valu
atio
n t
o d
ecis
ion
mak
ers,
note
thei
r ad
vice
and a
men
d t
he
eval
uat
ion t
o r
efle
ct t
he
feed
bac
k re
ceiv
ed
4
Under
stan
d h
ow
to
iden
tify
, as
sess
an
d e
valu
ate
reso
urc
e pro
cure
men
t fa
ctors
4.1
1
Exp
lain
how
to p
roduce
a r
eport
on t
he
pro
cure
men
t an
d u
se o
f re
sourc
es
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
106
Unit 8: Develop and Agree Detailed Project Designs in Construction Contracting Operations Management
Unit reference number: T/505/8268
QCF Level: 6
Credit value: 20
Guided learning hours: 60
Unit summary
This unit is about choosing methods for developing detailed designs. It is also about selecting, investigating and analysing the construction and installation criteria and selecting products and design solutions to meet the requirements of the brief.
You will need to select and decide the importance of the construction and installation requirements contained in the brief. You will then investigate and analyse the construction and installation criteria and select products and processes that meet them. You should then assess existing design solutions; choose solutions and evaluate them against the requirements of the project brief.
You will need to identify and analyse factors that will influence the detailed design solutions, and agree and apply criteria for selecting design solutions. You will evaluate the effectiveness of design solutions; analyse and test design solutions against relevant factors; and record data from calculations, investigations and analyses, and then select preferred designs and present them to stakeholders. You will recommend, present and justify the benefits of the preferred design solution to project stakeholders. You will need to confirm the costs and implementation time for the design solution.
You will need to reach agreement with stakeholders on the detailed design solution.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
107
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Parts of the overall project design:
● location
● assembly
● component.
2. Format for presenting the detailed design information:
● in writing
● graphically
● electronically.
3. Stakeholders:
● the client
● consultants
● potential contractors
● potential subcontractors and suppliers
● regulatory authorities.
4. Evaluation
● fitness for purpose
● design coherence and consistency
● visual and spatial
● functional performance
● technical performance
● requirements of relevant legislation and codes
● cost
● environmental quality and sustainability
● buildability
● health and safety
● KPIs
● lean construction
● value engineering.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
108
5. Methods:
● comparison with regulations
● conformance with codes of practice
● relevant previous solutions and feedback
● calculations
● full size working drawings
● investigations
● testing.
Learning outcomes 3 and 4
1. Construction and installation requirements contained in the project brief:
● client and user context
● project type
● purpose
● location
● durability
● scale
● occupancy
● legal and regulatory constraints
● programme budget and anticipated development timetable
● surrounding environment
● specified materials and component performance standards
● specified technical performance standards
● available and projected technology
● health and safety
● buildability.
2. Construction and installation criteria which are significant to the overall design:
● construction processes and quality control
● materials appearance, availability and sustainability
● structural forms
● component life
● heating and cooling
● energy use
● surface type and durability
● occupancy
● health and safety
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
109
● fire protection
● access
● equipment performance
● resource availability
● transportation
● risk assessment.
3. Products:
● raw materials
● manufactured materials
● components
● systems.
4. Standards:
● British Standards and Codes of Practice
● BBA certificates
● EU Standards
● trade advisory guidance publications
● BRE publications
● CIRIA publications.
Learning outcomes 5 and 6
1. Identify:
● standard lists and procedures
● investigative research.
2. Factors:
● physical conditions
● technical (including materials performance and availability, structural forms, component life, heating and cooling, surface type and durability, occupancy, health and safety, fire protection, access, equipment performance, plant availability, human resource availability, transportation)
● environmental (sustainability, energy use, resource availability).
3. Data:
● identified construction criteria
● existing design solutions
● potential conceptual solutions.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
110
4. Criteria:
● function
● physical
● fit and tolerances
● practicality and buildability
● health and safety
● maintenance
● cost factors
● materials availability and capability
● environmental quality and sustainability
● aesthetics
● technical.
5. Investigations:
● comparison with regulations
● specialist guidance and good practice
● relevant previous solutions and feedback
● calculations
● full-size working drawings.
6. Stakeholders:
● the client
● the client’s financial advisers
● consultants
● potential contractors
● potential subcontractors and suppliers
● regulatory authorities.
7. Presenting and justifying – by use:
● sketches
● scale and full-size drawings
● physical models
● computer generated data
● diagrams
● mock-ups
● written reports
● cost estimates
● programming
● cash analysis
● approvals from regulatory authorities.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
111
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Records of identified parts of the overall project which require a detailed design including a chosen format for presenting the detailed design information (1.1, 1.2, 1.3) [1.1, 1.2, 1.3].
2. Record(s) of chosen methods for developing detailed designs and codes of practice (1.4) [1.5].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Plan(s) for investigations to select construction and installation requirements and criteria and potential opportunities and constraints (3.1, 3.2, 3.3) [3.1, 3.2].
2. Record(s) of investigations and analyses of construction and installation criteria which are significant to the overall design (3.2, 3.3) [3.2].
3. Record(s) of selected products (3.4) [3.2, 3.3, 3.4].
4. Assessment(s) of existing design solutions and evaluations of chosen solutions (3.5, 3.6) [3.1, 3.2].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
112
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Record(s) of agreed criteria for selecting detailed design solutions which include identified and analysed factors and data (5.1, 5.2, 5.3) [5.1, 5.2, 5.3, 5.4].
2. Record(s) of selected, preferred design solutions and those that might be useful in other projects (5.6, 5.7).
3. Record(s) of data from calculations, investigations and analyses including re-check (5.4, 5.5) [5.2, 5.5].
Process evidence
1. Presentation(s) of preferred designs (5.6).
Learning outcome 7
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Information provided to project stakeholders (7.1) [7.1].
2. Records of presentation(s) and justification(s) of recommended design solutions (7.2, 7.3, 7.4) [7.1, 7.2].
3. Agreement(s) to move to the next stage of the project (7.5) [7.1].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Id
entify
whic
h p
arts
of
the
ove
rall
pro
ject
req
uire
a det
aile
d d
esig
n
1.2
Id
entify
and e
valu
ate
inte
rfac
es b
etw
een p
arts
of
the
pro
ject
des
ign
1.3
Choose
met
hods
for
dev
elopin
g d
etai
led d
esig
ns
and a
ssoc
iate
d
info
rmat
ion a
nd c
odes
of
pra
ctic
e
1
Be
able
to iden
tify
an
d c
oord
inat
e th
e m
ethods
for
pre
par
ing initia
l des
igns
1.4
Agre
e w
ith s
take
hold
ers,
the
cost
s, t
imet
able
s an
d c
lear
sta
tem
ents
of
purp
ose
for
the
pro
ject
sta
ge
2.1
D
escr
ibe
what
to iden
tify
as
par
ts o
f th
e ove
rall
pro
ject
whic
h r
equire
a det
aile
d d
esig
n
2.2
D
escr
ibe
what
to iden
tify
as
inte
rfac
es b
etw
een p
arts
of th
e pro
ject
des
ign
2.3
Exp
lain
how
to e
valu
ate
inte
rfac
es b
etw
een p
arts
of th
e pro
ject
des
ign
2.4
Eva
luat
e how
to
choose
met
hods
for
dev
elopin
g d
etai
led d
esig
ns
and
asso
ciat
ed info
rmat
ion a
nd c
odes
of
pra
ctic
e
2
Under
stan
d h
ow
to
iden
tify
and
coord
inat
e th
e m
ethods
for
pre
par
ing initia
l des
igns
2.5
Eva
luat
e how
to
agre
e w
ith s
take
hold
ers,
the
cost
s, t
imet
able
s an
d
clea
r st
atem
ents
of
purp
ose
for
the
pro
ject
sta
ge
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
3.1
In
vest
igat
e th
e co
nst
ruct
ion a
nd inst
alla
tion c
rite
ria
whic
h a
re s
ignific
ant
to t
he
ove
rall
des
ign a
nd w
hat
pote
ntial
opport
unitie
s an
d c
onst
rain
ts
ther
e m
ight
be
in m
eeting t
hem
3.2
Anal
yse
the
const
ruct
ion a
nd inst
alla
tion c
rite
ria
whic
h a
re s
ignific
ant
to
the
ove
rall
des
ign,
both
indiv
idual
ly a
nd in c
om
bin
atio
n w
ith o
ther
pro
ject
consi
der
atio
ns
3.3
Sel
ect
pro
duct
s w
hic
h m
eet
the
iden
tified
const
ruct
ion a
nd inst
alla
tion
criter
ia a
nd s
tandar
ds,
and w
hic
h b
alan
ce c
ost
and q
ual
ity
3.4
Ass
ess
whet
her
exi
stin
g d
esig
n s
olu
tions
whic
h c
onta
in s
imila
r co
nst
ruct
ion a
nd inst
alla
tion c
rite
ria
mig
ht
be
rele
vant
3.5
Choose
the
solu
tions
whic
h b
est
mee
t th
e si
gnific
ant
const
ruct
ion a
nd
inst
alla
tion r
equirem
ents
, ev
aluat
e th
em a
gai
nst
the
requirem
ents
of
the
pro
ject
brief
and k
eep r
ecord
s of
them
for
the
pro
ject
tea
m
3
Be
able
to s
elec
t m
ater
ials
, co
mponen
ts a
nd
syst
ems
3.6
Sel
ect
and d
ecid
e th
e re
lative
im
port
ance
of co
nst
ruct
ion a
nd
inst
alla
tion r
equirem
ents
whic
h a
re c
onta
ined
in t
he
pro
ject
brief
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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 how
to
inve
stig
ate
the
const
ruct
ion a
nd inst
alla
tion c
rite
ria
whic
h a
re s
ignific
ant
to t
he
ove
rall
des
ign a
nd w
hat
pote
ntial
opport
unitie
s an
d c
onst
rain
ts t
her
e m
ight
be
in m
eeting t
hem
4.2
Exa
min
e how
to
anal
yse
the
const
ruct
ion a
nd inst
alla
tion c
rite
ria
whic
h
are
signific
ant
to t
he
ove
rall
des
ign,
both
indiv
idual
ly a
nd in
com
bin
atio
n w
ith o
ther
pro
ject
consi
der
atio
ns
4.3
Eva
luat
e how
to
sele
ct p
roduct
s w
hic
h m
eet
the
iden
tified
const
ruct
ion
and inst
alla
tion c
rite
ria
and s
tandar
ds,
and w
hic
h b
alan
ce c
ost
and
qual
ity
4.4
Exa
min
e how
to
asse
ss w
het
her
exi
stin
g d
esig
n s
olu
tions
whic
h c
onta
in
sim
ilar
const
ruct
ion a
nd inst
alla
tion c
rite
ria
mig
ht
be
rele
vant
4.5
Eva
luat
e how
to
choose
the
solu
tions
whic
h b
est
mee
t th
e si
gnific
ant
const
ruct
ion a
nd inst
alla
tion r
equirem
ents
4.6
Exp
lain
how
to e
valu
ate
solu
tions
agai
nst
the
requirem
ents
of th
e pro
ject
brief
and k
eep r
ecord
s of
them
for
the
pro
ject
tea
m
4
Under
stan
d h
ow
to
sele
ct m
ater
ials
, co
mponen
ts a
nd
syst
ems
4.7
Eva
luat
e how
to
sele
ct a
nd d
ecid
e th
e re
lative
im
port
ance
of
const
ruct
ion a
nd inst
alla
tion r
equirem
ents
whic
h a
re c
onta
ined
in t
he
pro
ject
brief
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
fac
tors
whic
h a
re lik
ely
to influen
ce d
esig
n s
olu
tions
5.2
Anal
yse
and p
rioritise
the
fact
ors
whic
h w
ill influen
ce t
he
des
ign
solu
tion a
nd r
esolv
e an
y co
nflic
ts b
etw
een t
hem
5.3
Agre
e an
d a
pply
crite
ria for
sele
ctin
g s
olu
tions
5.4
Anal
yse
and t
est
the
des
ign s
olu
tions
agai
nst
all
rele
vant
fact
ors
5.5
Rec
ord
inve
stig
atio
ns
and a
nal
yses
incl
udin
g s
upport
ing info
rmat
ion
and p
ass
them
on f
or
appro
val by
oth
ers
5.6
Sel
ect
the
pre
ferr
ed d
esig
ns
and p
rese
nt
them
appro
priat
ely
to
stak
ehold
ers
5.7
Confirm
with s
take
hold
ers
what
the
reco
mm
ended
det
aile
d d
esig
n
solu
tion w
ill c
ost
and h
ow
long it
will
tak
e to
im
ple
men
t
5
Be
able
to a
nal
yse,
se
lect
and p
rese
nt
det
aile
d d
esig
n
solu
tions
5.8
Rea
ch a
n a
gre
emen
t on t
he
det
aile
d d
esig
n s
olu
tion w
hic
h is
acce
pta
ble
to
the
stak
ehold
ers
and w
hic
h a
llow
s th
e pro
ject
to p
rogre
ss t
o its
nex
t st
age
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
6.1
D
escr
ibe
what
to iden
tify
as
fact
ors
whic
h a
re lik
ely
to influen
ce d
esig
n
solu
tions
6.2
Exa
min
e how
to
anal
yse
and p
rioritise
the
fact
ors
whic
h w
ill influen
ce
the
des
ign s
olu
tion a
nd r
esolv
e an
y co
nflic
ts b
etw
een t
hem
6.3
Eva
luat
e how
to
agre
e an
d a
pply
crite
ria
for
sele
ctin
g s
olu
tions
6.4
Exp
lain
how
to a
pply
crite
ria
for
sele
ctin
g s
olu
tions
6.5
Exa
min
e how
to
anal
yse
and t
est
the
des
ign s
olu
tions
agai
nst
all
rele
vant
fact
ors
6.6
Exp
lain
how
to r
ecord
inve
stig
atio
ns
and a
nal
yses
incl
udin
g s
upport
ing
info
rmat
ion a
nd p
ass
them
on f
or
appro
val by
oth
ers
6.7
Eva
luat
e how
to
sele
ct t
he
pre
ferr
ed d
esig
ns
6.8
Exp
lain
how
to p
rese
nt
the
pre
ferr
ed d
esig
ns
appro
priat
ely
to
stak
ehold
ers
6.9
Exp
lain
how
to c
onfirm
with s
take
hold
ers
what
the
reco
mm
ended
det
aile
d d
esig
n s
olu
tion w
ill c
ost
and h
ow long it
will
tak
e to
im
ple
men
t
6
Under
stan
d h
ow
to
anal
yse,
sel
ect
and
pre
sent
det
aile
d
des
ign s
olu
tions
6.1
0
Eva
luat
e how
to
reac
h a
n a
gre
emen
t on
the
det
aile
d d
esig
n s
olu
tion
whic
h is
acce
pta
ble
to t
he
stak
ehold
ers
and w
hic
h a
llow
s th
e pro
ject
to
pro
gre
ss t
o its
nex
t st
age
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
118
Unit 9: Specify and Control Production Documents in Construction Contracting Operations Management
Unit reference number: T/505/8271
QCF Level: 6
Credit value: 18
Guided learning hours: 50
Unit summary
This unit is about developing a document production programme. It is also about preparing a specification document consistent with the current design; the identification of discrepancies and making recommendations for changes to the brief; producing progress reports; and issuing documents in line with project requirements.
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Controlling requirements:
● type of measurement
● cost
● time
● quality
● methods of production
● liaison requirements
● model documents and standards
● integration of data
● electronic data transfer.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
119
2. Document:
● forms of contract
● specifications
● scale and full-size working drawings
● operations and maintenance manuals
● bills of quantities
● schedules
● health and safety plans and files
● accounts
● claims.
3. Purpose:
● to obtain consents
● procurement
● contract
● production
● as built drawings.
4. Scope:
● number
● type
● format
● size.
5. Registers and records:
● incoming and outgoing drawing and document registers
● records of document approval and revision.
6. Check:
● format
● presentation
● accuracy
● technical content
● completeness
● referencing
● cross referencing and correlation with associated documents
● status.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
120
Learning outcomes 3 and 4
1. Purpose:
● to obtain consents
● procurement
● contract
● production.
2. Source information:
● design information
● statutory regulations
● British Standards
● codes of practice
● technical literature.
3. Referenced against:
● Standard phraseology
● Common Arrangement
● CI/SfB.
Learning outcomes 5 and 6
1. Information about project requirements:
● project brief
● design information from earlier stages
● surveys
● reports
● statutory approvals and requirements
● cost estimates
● standards and codes of practice
● technical literature.
2. Documents:
● forms of contract
● specifications
● scale and full size working drawings
● bills of quantities
● schedules
● health and safety plans and files
● accounts
● claims
● operational and maintenance manuals.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
121
3. Project requirements:
● to obtain consents
● procurement
● contract
● production
● as built drawings.
4. Document production requirements:
● type of measurement
● cost
● time
● quality
● methods of production
● liaison arrangements
● model documents and standards
● integration of data
● electronic data transfers.
5. Criteria:
● format
● presentation
● accuracy
● technical content
● completeness
● referencing
● cross referencing and correlation with associated documents
● status.
6. Registers and records:
● incoming and outgoing drawing and document registers
● records of document approval and revision archives.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
122
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Specification(s) of project document control requirements, including purpose and scope, registers, records and systems for monitor and controlling document production (1.1, 1.2, 1.5) [1.1, 1.3, 1.4].
2. Document production programme(s), including resources and production instructions (1.3, 1.4, 1.6) [1.1, 1.2].
3. Record(s) of systems for checking, approving and integrating documents (1.7, 1.8) [1.2, 1.6].
4. Record(s) of procedures that have been developed to deal with discrepancies and inconsistencies in information, and delays and revisions to project information (1.8) [1.1, 1.2].
5. Record(s) of arrangements and contingency plans which have been developed for reporting progress in meeting the programme requirements and manage problems in document production (1.9) [1.1, 1.2].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Specification(s) that includes: purpose; consistency checks; collated sections; identified source information; technical clauses (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence: not applicable.
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Record(s) of information that has been obtained, checked and assessed (5.1, 5.2, 5.3) [5.1, 5.2, 5.3, 5.4].
2. Record(s) of collated and checked documents (5.4) [5.2, 5.6].
3. Record(s) of advice given to people who are producing documents and referrals of outstanding queries (5.5, 5.6) [5.1, 5.2, 5.3].
4. Recommendation(s) for changes to the brief, design, specification and contract based on discrepancies that have been identified (5.7) [5.1, 5.2].
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
123
5. Record(s) of collated design information that has been distributed, including briefings given to the client and the people responsible for producing documents (5.8) [5.1, 5.2, 5.3].
6. Record(s) showing checks and approvals obtained (5.9) [5.5].
7. Record(s) of information on progress that has been circulated (5.4) [5.4].
8. Registers and records of issued documents (5.11, 5.12) [5.2, 5.36].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
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
Sel
ect
contr
olli
ng r
equirem
ents
for
the
pro
ject
info
rmat
ion a
nd
docu
men
t pro
gra
mm
e w
hic
h a
re s
uitab
le f
or
the
pro
ject
sta
ges
and
the
reso
urc
es a
vaila
ble
1.2
Spec
ify
the
purp
ose
and s
cope
of in
form
atio
n a
nd d
ocu
men
ts a
nd t
he
contr
olli
ng r
equirem
ents
they
nee
d t
o m
eet
and w
ho w
ill p
roduce
the
docu
men
ts
1.3
D
evel
op a
pro
duct
ion p
rogra
mm
e, w
hic
h m
eets
agre
ed c
ontr
olli
ng
requirem
ents
, to
pro
duce
all
the
required
info
rmat
ion a
nd d
ocu
men
ts
in a
fea
sible
seq
uen
ce o
f pro
duct
ion
1.4
Spec
ify
enou
gh r
esourc
es a
nd r
ealis
tic
indiv
idual
tar
get
s to
com
ple
te
the
info
rmat
ion a
nd d
ocu
men
t pro
duct
ion p
rogra
mm
e
1.5
Set
up r
egis
ters
, re
cord
s an
d s
yste
ms
for
monitoring a
nd c
ontr
olli
ng
the
pro
duct
ion o
f in
form
atio
n a
nd d
ocu
men
ts w
hic
h a
re c
apab
le o
f m
ainta
inin
g p
roje
ct c
om
plia
nce
1.6
Spec
ify
indiv
idual
pro
duct
ion inst
ruct
ions
whic
h a
re a
ccura
te,
clea
r an
d c
om
ple
te
1
Be
able
to s
pec
ify
pro
duct
ion
docu
men
t re
quirem
ents
1.7
Sel
ect
criter
ia f
or
the
eval
uat
ion o
f th
e pro
ject
info
rmat
ion a
nd
docu
men
ts,
agre
e th
e cr
iter
ia w
ith d
ecis
ion m
aker
s an
d c
ircu
late
the
criter
ia t
o t
he
pro
duct
ion t
eam
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
1.8
D
evel
op a
nd a
gre
e sy
stem
s fo
r ch
ecki
ng,
appro
ving a
nd inte
gra
ting
info
rmat
ion a
nd d
ocu
men
ts
1.9
D
evel
op a
nd a
gre
e pro
cedure
s, w
hic
h a
re a
ppro
priat
e to
the
requirem
ents
of
the
pro
ject
and t
he
contr
act
conditio
ns,
for
dea
ling
with d
iscr
epan
cies
and inco
nsi
sten
cies
in info
rmat
ion a
nd d
ocu
men
ts,
and d
elay
s an
d r
evis
ions
to p
roje
ct info
rmat
ion a
nd d
ocu
men
ts
1.1
0
Dev
elop a
rran
gem
ents
and c
ontingen
cy p
lans
for
report
ing p
rogre
ss in
mee
ting t
he
pro
gra
mm
e re
quirem
ents
and t
o m
anag
e in
form
atio
n a
nd
docu
men
t pro
duct
ion p
roble
ms
2.1
Eva
luat
e how
to
sele
ct c
ontr
ollin
g r
equirem
ents
for
the
pro
ject
in
form
atio
n a
nd d
ocu
men
t pro
gra
mm
e w
hic
h a
re s
uitab
le f
or
the
pro
ject
sta
ges
and t
he
reso
urc
es a
vaila
ble
2.2
Eva
luat
e how
to
spec
ify
the
purp
ose
and s
cope
of
info
rmat
ion a
nd
docu
men
ts a
nd t
he
contr
ollin
g r
equirem
ents
they
nee
d t
o m
eet
and
who w
ill p
roduce
the
docu
men
ts
2.3
Pr
opose
how
to
dev
elop a
pro
duct
ion p
rogra
mm
e, w
hic
h m
eets
agre
ed
contr
olli
ng r
equirem
ents
, to
pro
duce
all
the
required
info
rmat
ion a
nd
docu
men
ts in a
fea
sible
seq
uen
ce o
f pro
duct
ion
2.4
Eva
luat
e how
to
spec
ify
enough r
esourc
es a
nd r
ealis
tic
indiv
idual
ta
rget
s to
com
ple
te t
he
info
rmat
ion a
nd d
ocu
men
t pro
duct
ion
pro
gra
mm
e
2
Under
stan
d h
ow
to
spec
ify
pro
duct
ion
docu
men
t re
quirem
ents
2.5
Pr
opose
how
to
set
up r
egis
ters
, re
cord
s an
d s
yste
ms
for
monitoring
and c
ontr
olli
ng t
he
pro
duct
ion o
f in
form
atio
n a
nd d
ocu
men
ts w
hic
h a
re
capab
le o
f m
ainta
inin
g p
roje
ct c
omplia
nce
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
2.6
Eva
luat
e how
to
spec
ify
indiv
idual
pro
duct
ion inst
ruct
ions
whic
h a
re
accu
rate
, cl
ear
and c
omple
te
2.7
Eva
luat
e how
to
sele
ct c
rite
ria
for
the
eval
uat
ion o
f th
e pro
ject
in
form
atio
n a
nd d
ocu
men
ts
2.8
Eva
luat
e how
to
agre
e th
e cr
iter
ia f
or
the
eval
uat
ion o
f th
e pro
ject
in
form
atio
n a
nd d
ocu
men
ts w
ith d
ecis
ion m
aker
s
2.9
Exp
lain
how
to c
ircu
late
the
criter
ia f
or
the
eval
uat
ion o
f th
e pro
ject
in
form
atio
n a
nd d
ocu
men
ts t
o th
e pro
duct
ion t
eam
2.1
0
Propose
how
to
dev
elop s
yste
ms
for
chec
king,
appro
ving a
nd
inte
gra
ting info
rmat
ion a
nd d
ocu
men
ts
2.1
1
Eva
luat
e how
to
agre
e sy
stem
s fo
r ch
ecki
ng,
appro
ving a
nd inte
gra
ting
info
rmat
ion a
nd d
ocu
men
ts
2.1
2
Propose
how
to
dev
elop p
roce
dure
s, w
hic
h a
re a
ppro
priat
e to
the
requirem
ents
of
the
pro
ject
and t
he
contr
act
conditio
ns,
for
dea
ling
with d
iscr
epan
cies
and inco
nsi
sten
cies
in info
rmat
ion a
nd d
ocu
men
ts,
and d
elay
s an
d r
evis
ions
to p
roje
ct info
rmat
ion a
nd d
ocu
men
ts
2.1
3
Eva
luat
e how
to
agre
e pro
cedure
s, w
hic
h a
re a
ppro
priat
e to
the
requirem
ents
of
the
pro
ject
and t
he
contr
act
conditio
ns,
for
dea
ling
with d
iscr
epan
cies
and inco
nsi
sten
cies
in info
rmat
ion a
nd d
ocu
men
ts,
and d
elay
s an
d r
evis
ions
to p
roje
ct info
rmat
ion a
nd d
ocu
men
ts
2.1
4
Propose
how
to
dev
elop a
rran
gem
ents
and c
ontingen
cy p
lans
for
report
ing p
rogre
ss in m
eeting t
he
pro
gra
mm
e re
quirem
ents
and t
o
man
age
info
rmat
ion a
nd d
ocu
men
t pro
duct
ion p
roble
ms
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
3.1
Sel
ect
a ty
pe
of
spec
ific
atio
n d
ocu
men
t w
hic
h is
suitab
le f
or
the
purp
ose
and t
he
pro
ject
sta
ge
3.2
Chec
k th
at t
he
spec
ific
atio
n is
consi
sten
t w
ith t
he
des
igns
and r
elat
ed
docu
men
ts,
wher
e se
par
ate,
and t
hat
it
does
not
incl
ude
duplic
ate
and
contr
adic
tory
info
rmat
ion
3.3
Colla
te t
he
sect
ions
in t
he
spec
ific
atio
n s
o t
hat
they
are
bas
ed o
n
elem
ents
of
a ty
pe
appro
priat
e to
the
circ
um
stan
ces
and r
equirem
ents
3.4
Confirm
that
the
curr
ent
sourc
e in
form
atio
n is
valid
and o
bta
in a
ccura
te
and v
alid
supple
men
tary
info
rmat
ion
3.5
Pro
duce
a s
pec
ific
atio
n w
hic
h is
bas
ed o
n iden
tified
, ap
plic
able
, cu
rren
t so
urc
e in
form
atio
n
3.6
Sel
ect,
dra
ft a
nd a
men
d t
echnic
al c
lause
s fr
om
sta
ndar
d s
ourc
es,
whic
h
def
ine
the
qual
ity,
typ
e an
d s
tandar
d o
f th
e m
ater
ials
, co
mponen
ts a
nd
finis
hed
work
3.7
Chec
k th
at t
he
spec
ific
atio
n is
consi
sten
t w
ith t
he
curr
ent
des
ign a
nd
oth
er d
esig
n d
ocu
men
tation,
and u
pdat
e it p
rom
ptly
when
the
des
ign
chan
ges
3
Be
able
to p
repar
e pre
scriptive
sp
ecific
atio
ns
3.8
O
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
for
the
conte
nt
and
pre
senta
tion o
f sp
ecific
atio
ns
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
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
Eva
luat
e how
to
sele
ct a
typ
e of
spec
ific
atio
n d
ocu
men
t w
hic
h is
suitab
le f
or
the
purp
ose
and t
he
pro
ject
sta
ge
4.2
Exp
lain
how
to c
hec
k th
at t
he
spec
ific
atio
n is
consi
sten
t w
ith t
he
des
igns
and r
elat
ed d
ocu
men
ts,
wher
e se
par
ate,
and t
hat
it
does
not
incl
ude
duplic
ate
and c
ontr
adic
tory
info
rmat
ion
4.3
Exp
lain
how
to c
olla
te t
he
sect
ions
in t
he
spec
ific
atio
n s
o t
hat
they
are
bas
ed o
n e
lem
ents
of
a ty
pe
appro
priat
e to
the
circ
um
stan
ces
and
requirem
ents
4.4
Exp
lain
how
to c
onfirm
that
the
curr
ent
sourc
e in
form
atio
n is
valid
and
obta
in a
ccura
te a
nd v
alid
supple
men
tary
info
rmat
ion
4.5
Exp
lain
how
to p
roduce
a s
pec
ific
atio
n w
hic
h is
bas
ed o
n iden
tified
, ap
plic
able
, cu
rren
t so
urc
e in
form
atio
n
4.6
Eva
luat
e how
to
sele
ct t
echnic
al c
lause
s fr
om
sta
ndar
d s
ourc
es,
whic
h
def
ine
the
qual
ity,
typ
e an
d s
tandar
d o
f th
e m
ater
ials
, co
mponen
ts a
nd
finis
hed
work
4.7
Eva
luat
e how
to
dra
ft t
echnic
al c
lause
s fr
om
sta
ndar
d s
ourc
es,
whic
h
def
ine
the
qual
ity,
typ
e an
d s
tandar
d o
f th
e m
ater
ials
, co
mponen
ts a
nd
finis
hed
work
4.8
Exp
lain
how
to a
men
d t
echnic
al c
lause
s fr
om
sta
ndar
d s
ourc
es,
whic
h
def
ine
the
qual
ity,
typ
e an
d s
tandar
d o
f th
e m
ater
ials
, co
mponen
ts a
nd
finis
hed
work
4
Under
stan
d h
ow
to
pre
par
e pre
scriptive
sp
ecific
atio
ns
4.9
Exp
lain
how
to c
hec
k th
at t
he
spec
ific
atio
n is
consi
sten
t w
ith t
he
curr
ent
des
ign a
nd o
ther
des
ign d
ocum
enta
tion
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
0
Exp
lain
how
to u
pdat
e th
e sp
ecific
atio
n p
rom
ptly
when
the
des
ign
chan
ges
4.1
1
Exp
lain
how
to o
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
for
the
conte
nt
and p
rese
nta
tion o
f sp
ecific
atio
ns
5.1
Confirm
with t
he
clie
nt
the
info
rmat
ion r
equired
for
dec
isio
n m
akin
g
thro
ughout
the
pro
ject
sta
ges
5.2
Id
entify
and c
onfirm
pro
toco
ls,
dat
a fo
rmat
s an
d s
tandar
ds
for
info
rmat
ion e
xchan
ge
bet
wee
n a
ll re
leva
nt
pro
ject
sta
kehold
ers
5.3
O
bta
in info
rmat
ion a
bout
des
ign p
aram
eter
s w
hic
h m
ay c
ontr
ibute
to
the
dev
elopm
ent
of
des
ign a
nd p
repar
atio
n o
f in
form
atio
n a
nd
docu
men
ts
5.4
Eva
luat
e th
e in
form
atio
n o
n d
esig
n p
aram
eter
s to
see
whet
her
it
is
adeq
uat
e to
mee
t th
e re
quirem
ents
of th
e st
akeh
old
ers
and
requirem
ents
for
contr
olli
ng info
rmat
ion a
nd d
ocu
men
t pro
duct
ion
5.5
Ass
ess
the
stat
us
of
the
info
rmat
ion o
n d
esig
n p
aram
eter
s an
d p
ass
it
on t
o p
eople
who
nee
d it
for
pro
ject
info
rmat
ion a
nd d
ocu
men
t pro
duct
ion,
indic
atin
g a
ny
spec
ial co
nsi
der
atio
ns
and lim
itat
ions
on its
use
5.6
Ensu
re t
hat
info
rmat
ion a
nd d
ocu
men
ts a
re c
olla
ted w
hen
they
hav
e bee
n p
roduce
d a
nd e
valu
ate
them
agai
nst
the
agre
ed c
rite
ria
5
Be
able
to c
ontr
ol
and m
ainta
in
pro
ject
info
rmat
ion
5.7
Advi
se p
eople
who a
re p
roduci
ng info
rmat
ion a
nd d
ocu
men
ts,
clar
ify
info
rmat
ion w
hen
they
do n
ot
under
stan
d t
he
inst
ruct
ions
and r
efer
outs
tandin
g q
uer
ies
to t
he
peo
ple
who p
roduce
d t
he
origin
al
info
rmat
ion
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
5.8
Id
entify
any
dis
crep
anci
es a
nd inco
nsi
sten
cies
in t
he
info
rmat
ion a
nd
docu
men
ts a
nd r
efer
any
pro
ble
ms
bac
k to
the
origin
ators
for
clar
ific
atio
n a
nd r
esolu
tion
5.9
Res
olv
e diffe
rence
s bet
wee
n p
roje
ct info
rmat
ion a
nd d
ocu
men
ts a
nd
spec
ific
atio
n a
nd c
ircu
late
agre
ed a
men
dm
ents
5.1
0
Obta
in n
eces
sary
chec
ks a
nd a
ppro
vals
when
they
are
nee
ded
5.1
1
Produce
up-t
o-d
ate
and a
ccura
te info
rmat
ion o
n p
rogre
ss a
nd iss
ue
it
to t
he
peo
ple
who
nee
d t
he
info
rmat
ion t
o m
eet
pro
ject
req
uirem
ents
5.1
2
Ensu
re t
hat
acc
ura
te a
nd c
omple
te r
egis
ters
and r
ecord
s ar
e m
ainta
ined
whic
h c
an b
e use
d for
qual
ity
auditin
g
6.1
Exp
lain
how
to c
onfirm
with t
he
clie
nt
the
info
rmat
ion r
equired
for
dec
isio
n m
akin
g t
hro
ughout
the
pro
ject
sta
ges
6.2
D
escr
ibe
what
to iden
tify
as
pro
toco
ls,
dat
a fo
rmat
s an
d s
tandar
ds
for
info
rmat
ion e
xchan
ge
bet
wee
n a
ll re
leva
nt
pro
ject
sta
kehold
ers
6.3
Exp
lain
how
to c
onfirm
pro
toco
ls,
dat
a fo
rmat
s an
d s
tandar
ds
for
info
rmat
ion e
xchan
ge
bet
wee
n a
ll re
leva
nt
pro
ject
sta
kehold
ers
6.4
Exp
lain
how
to o
bta
in info
rmat
ion a
bout
des
ign p
aram
eter
s w
hic
h m
ay
contr
ibute
to t
he
dev
elopm
ent
of
des
ign a
nd p
repar
atio
n o
f in
form
atio
n
and d
ocu
men
t
6.5
Exp
lain
how
to e
valu
ate
the
info
rmat
ion o
n d
esig
n p
aram
eter
s to
see
w
het
her
it
is a
deq
uat
e to
mee
t th
e re
quirem
ents
of
the
stak
ehold
ers
and r
equirem
ents
for
contr
olli
ng info
rmat
ion a
nd d
ocu
men
t pro
duct
ion
6
Under
stan
d h
ow
to
contr
ol an
d
mai
nta
in p
roje
ct
info
rmat
ion
6.6
Exa
min
e how
to
asse
ss t
he
stat
us
of
the
info
rmat
ion o
n d
esig
n
par
amet
ers
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
6.7
Exp
lain
how
to p
ass
stat
us
of t
he
info
rmat
ion o
n d
esig
n p
aram
eter
s on
to p
eople
who n
eed it
for
pro
ject
info
rmat
ion a
nd d
ocu
men
t pro
duct
ion
6.8
Exp
lain
how
to indic
ate
any
spec
ial co
nsi
der
atio
ns
and lim
itat
ions
on its
use
6.9
Exp
lain
how
to e
nsu
re t
hat
info
rmat
ion a
nd d
ocu
men
ts a
re c
olla
ted
when
they
hav
e bee
n p
roduce
d a
nd e
valu
ate
them
agai
nst
the
agre
ed
criter
ia
6.1
0
Propose
how
to
advi
se p
eople
who a
re p
roduci
ng info
rmat
ion a
nd
docu
men
ts
6.1
1
Exp
lain
how
to c
larify
info
rmat
ion w
hen
peo
ple
do n
ot
under
stan
d t
he
inst
ruct
ions
6.1
2
Exp
lain
how
to r
efer
outs
tandin
g q
uer
ies
to t
he
peo
ple
who p
roduce
d
the
origin
al info
rmat
ion
6.1
3
Des
crib
e w
hat
to iden
tify
as
any
dis
crep
anci
es a
nd inco
nsi
sten
cies
in
the
info
rmat
ion a
nd d
ocu
men
ts
6.1
4
Exp
lain
how
to r
efer
any
pro
ble
ms
bac
k to
the
origin
ators
for
clar
ific
atio
n a
nd r
esolu
tion
6.1
5
Propose
how
to
reso
lve
diffe
rence
s bet
wee
n p
roje
ct info
rmat
ion a
nd
docu
men
ts a
nd s
pec
ific
atio
n a
nd c
ircu
late
agre
ed a
men
dm
ents
6.1
6
Exp
lain
how
to c
ircu
late
agre
ed a
men
dm
ents
to p
roje
ct info
rmat
ion a
nd
docu
men
ts a
nd s
pec
ific
atio
n
6.1
7
Exp
lain
how
to o
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
when
they
are
nee
ded
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
6.1
8
Exp
lain
how
to p
roduce
up-t
o-dat
e in
form
atio
n o
n p
rogre
ss t
o m
eet
pro
ject
req
uirem
ents
6.1
9
Exp
lain
how
to iss
ue
info
rmat
ion o
n p
rogre
ss t
o th
e peo
ple
who n
eed it
to m
eet
pro
ject
req
uirem
ents
6.2
0
Exp
lain
how
to e
nsu
re t
hat
acc
ura
te a
nd c
om
ple
te r
egis
ters
and
reco
rds
are
mai
nta
ined
whic
h c
an b
e use
d for
qual
ity
auditin
g
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
133
Unit 10: Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management
Unit reference number: H/505/8279
QCF Level: 6
Credit value: 16
Guided learning hours: 40
Unit summary
This unit is about producing a detailed schedule and procurement programme.
You will need to produce a schedule of works that contains the project needs and range of services needed. You will need to estimate work content and duration, and plan the schedule. You will need to draft and present the schedule of works to stakeholders.
You will need to develop a detailed procurement programme and identify any conflicting requirements and agree modifications. You will also integrate the procurement programme with the requirements of the overall programme, monitor the programme and identify modifications that would offer cost and time benefits.
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit:
Learning outcomes 1 and 2
1. Project needs:
● time
● cost
● quality objectives.
2. Range of services:
● design (including management services)
● materials
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
134
● construction
● plant and equipment
● people
● manufacturing.
3. Conflicting requirements
● working arrangements
● staging of payments
● schedule of deliveries
● obligations to third parties
● statutory obligations and approvals.
4. Presenting:
● orally
● in writing
● graphically
● electronically.
Learning outcomes 3 and 4
1. Procurement programme for:
● principal contractors
● sub/works/trade contractors
● suppliers
● consultants.
2. Resources:
● information (including documents and drawings)
● labour, plant and equipment, materials
● services
● finance including cash flow.
3. Conflicting requirements and unacceptable variations:
● working arrangements
● staging of payments
● schedule of deliveries
● obligations to third parties
● statutory obligations and approvals.
4. Overall programme:
● clients’ overall timescale and requirements
● tender and contract activities
● key dates for long delivery items.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
135
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following item that is considered to be common and key to demonstrating competence.
1. Schedule of works which include project needs and the range of services, work content, time duration, calculated allowances for contingencies, corrected conflicting requirements and agreed amendments (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence
1. Presentation(s) of schedule of works (1.6, 1.7) [1.4].
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Procurement programme(s) (3.1, 3.2, 3.3, 3.4) [ALL].
2. Record(s) of the monitor of the procurement programme(s) (3.5) [3.1].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
13
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
1.1
Pr
oduce
a d
etai
led s
ched
ule
of
work
s w
hic
h c
onta
ins
a co
mple
te
stat
emen
t of
the
pro
ject
nee
ds
and t
he
serv
ices
whic
h w
ill b
e re
quired
1.2
Est
imat
e th
e w
ork
con
tent
and t
ime
dura
tion a
ccura
tely
1.3
Pl
an t
he
sched
ule
of
wor
ks s
o t
hat
it
is a
chie
vable
with t
he
reso
urc
es
avai
lable
1.4
Cal
cula
te a
ppro
priat
e an
d r
ealis
tic
allo
wan
ces
to m
eet
antici
pat
ed
contingen
cies
1.5
D
raft
the
sched
ule
of w
ork
s in
a form
at w
hic
h is
appro
priat
e to
the
type
and s
cope
of
the
work
1.6
Pr
esen
t th
e sc
hed
ule
of w
ork
s to
sta
kehold
ers,
corr
ect
any
inco
nsi
sten
cies
and u
nac
cepta
ble
var
iations
and a
gre
e am
endm
ents
1.7
Pr
esen
t in
form
atio
n c
lear
ly a
nd a
ccura
tely
and r
each
agre
emen
t usi
ng
a st
yle
and a
ppro
ach w
hic
h m
ainta
ins
goodw
ill a
nd t
rust
1.8
Kee
p r
egis
ters
and r
ecord
s w
hic
h a
re c
om
ple
te,
accu
rate
and u
p-t
o-dat
e
1.9
O
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
for
the
conte
nt
and
pre
senta
tion o
f sc
hed
ule
s
1
Be
able
to d
evel
op
a sc
hed
ule
of
work
s
1.1
0
Use
met
hods
for
pro
duct
ion a
nd r
ecord
kee
pin
g w
hic
h a
re c
onsi
sten
t w
ith q
ual
ity
assu
rance
pro
cedure
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
how
to p
roduce
a d
etai
led s
ched
ule
of w
ork
s w
hic
h c
onta
ins
a co
mple
te s
tate
men
t of th
e pro
ject
nee
ds
and t
he
serv
ices
whic
h w
ill b
e re
quired
2.2
Exa
min
e how
to
estim
ate
the
work
conte
nt
and t
ime
dura
tion
accu
rate
ly
2.3
Pr
opose
how
to
pla
n t
he
sched
ule
of w
ork
s so
that
it
is a
chie
vable
with
the
reso
urc
es a
vaila
ble
2.4
Exp
lain
how
to c
alcu
late
appro
priat
e an
d r
ealis
tic
allo
wan
ces
to m
eet
antici
pat
ed c
ontingen
cies
2.5
Eva
luat
e how
to
dra
ft t
he
sched
ule
of w
ork
s in
a f
orm
at w
hic
h is
appro
priat
e to
the
type
and s
cope
of
the
work
2.6
Exp
lain
how
to p
rese
nt
the
sched
ule
of
work
s to
sta
kehold
ers
2.7
Exp
lain
how
to c
orr
ect
any
inco
nsi
sten
cies
and u
nac
cepta
ble
var
iations
2.8
Eva
luat
e how
to
agre
e am
endm
ents
to t
he
sched
ule
of
wor
ks t
o
stak
ehold
ers
2.9
Exp
lain
how
to p
rese
nt
info
rmat
ion c
lear
ly a
nd a
ccura
tely
2.1
0
Eva
luat
e how
to
reac
h a
gre
emen
t usi
ng a
sty
le a
nd a
ppro
ach w
hic
h
mai
nta
ins
goodw
ill a
nd t
rust
2.1
1
Exp
lain
how
to k
eep r
egis
ters
and r
ecord
s w
hic
h a
re c
om
ple
te,
accu
rate
and u
p-t
o-d
ate
2.1
2
Exp
lain
how
to o
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
for
the
conte
nt
and p
rese
nta
tion o
f sc
hed
ule
s
2
Under
stan
d h
ow
to
dev
elop a
sch
edule
of
work
s
2.1
3
Exp
lain
how
to u
se m
ethods
for
pro
duct
ion a
nd r
ecord
kee
pin
g w
hic
h
are
consi
sten
t w
ith q
ual
ity
assu
rance
pro
cedure
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
3.1
Confirm
the
area
s of w
ork
for
whic
h r
esourc
es w
ill n
eed t
o b
e pro
cure
d
and iden
tify
pote
ntial
sourc
es f
or
obta
inin
g t
hem
3.2
D
evel
op a
det
aile
d p
rocu
rem
ent
pro
gra
mm
e in
an a
ppro
priat
e fo
rmat
3.3
Id
entify
within
the
pro
cure
men
t pro
gra
mm
e th
e le
ad t
imes
for
ord
erin
g
and r
ecei
ving e
ssen
tial
res
ourc
es a
ppro
priat
e to
the
pro
ject
sta
ge
3.4
Anal
yse
the
critic
al p
ath f
or
pro
curing a
nd u
se o
f re
sourc
es a
nd b
uild
in
suffic
ient
buff
ers
to o
ptim
ise
pro
ject
pro
gra
mm
ing
3.5
Id
entify
any
inco
nsi
sten
cies
and u
nac
cepta
ble
var
iations
in t
he
pro
cure
men
t pro
gra
mm
e, r
ecom
men
d fea
sible
alter
nat
ives
, an
d a
gre
e m
odific
atio
ns
to t
he
pro
gra
mm
e w
ith s
take
hold
ers
3.6
In
tegra
te t
he
pro
cure
men
t pro
gra
mm
e so
that
it
is c
onsi
sten
t w
ith t
he
requirem
ents
of
the
ove
rall
pro
gra
mm
e, s
tatu
tory
bodie
s an
d o
ther
s w
ho w
ill b
e af
fect
ed
3
Be
able
to d
evel
op
a Pr
ocu
rem
ent
pro
gra
mm
e
3.7
M
onitor
the
pro
cure
men
t pro
gra
mm
e an
d iden
tify
modific
atio
ns
whic
h
would
suit c
han
ged
circu
mst
ance
s or
whic
h o
ffer
cost
and t
ime
ben
efits
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
4.1
Exp
lain
how
to c
onfirm
the
area
s of w
ork
for
whic
h r
esourc
es w
ill n
eed
to b
e pro
cure
d
4.2
D
escr
ibe
what
to iden
tify
as
pot
ential
sourc
es f
or
obta
inin
g r
esourc
es
4.3
Pr
opose
how
to
dev
elop a
det
aile
d p
rocu
rem
ent
pro
gra
mm
e in
an
appro
priat
e fo
rmat
4.4
D
escr
ibe
what
to iden
tify
as
the
lead
tim
es f
or
ord
erin
g a
nd r
ecei
ving
esse
ntial
res
ourc
es t
he
pro
cure
men
t pro
gra
mm
e ap
pro
priat
e to
the
pro
ject
sta
ge
4.5
Exa
min
e how
to
anal
yse
the
critic
al p
ath f
or
the
pro
curing a
nd u
se o
f re
sourc
es
4.6
Pr
opose
how
to
build
in s
uff
icie
nt
buffer
s to
optim
ise
pro
ject
pro
gra
mm
ing
4.7
D
escr
ibe
what
to iden
tify
as
any
inco
nsi
sten
cies
and u
nac
cepta
ble
va
riat
ions
in t
he
pro
cure
men
t pro
gra
mm
e
4.8
Pr
opose
how
to
reco
mm
end f
easi
ble
alter
nat
ives
to t
he
pro
gra
mm
e w
ith s
take
hold
ers
4.9
Eva
luat
e how
to
agre
e m
odific
atio
ns
to t
he
pro
gra
mm
e w
ith
stak
ehold
ers
4.1
0
Propose
how
to
inte
gra
te t
he
pro
cure
men
t pro
gra
mm
e so
that
it
is
consi
sten
t w
ith t
he
requirem
ents
of
the
ove
rall
pro
gra
mm
e, s
tatu
tory
bodie
s an
d o
ther
s w
ho w
ill b
e af
fect
ed
4.1
1
Exa
min
e how
to
monitor
the
pro
cure
men
t pro
gra
mm
e
4
Under
stan
d h
ow
to
dev
elop a
pro
cure
men
t pro
gra
mm
e
4.1
2
Des
crib
e w
hat
to iden
tify
as
mod
ific
atio
ns
whic
h w
ould
suit c
han
ged
ci
rcum
stan
ces
or
whic
h o
ffer
cost
and t
ime
ben
efits
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
0
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
141
Unit 11: Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management
Unit reference number: R/505/8293
QCF Level: 6
Credit value: 20
Guided learning hours: 60
Unit summary
This unit is about selecting criteria to evaluate the benefits of strategic sourcing, specifying and agreeing how the supply chain and management systems will be aligned and monitoring the performance of the supply chain.
You will need to select criteria to evaluate the effect of strategic sourcing on competitiveness and the benefits of changing to new suppliers. You will also recommend changes and negotiate and agree recommendations with decision makers and suppliers.
You will need to specify and agree with the supply chain how the management systems will be aligned, and identify and agree with stakeholders any changes required. You will then develop and implement trials, assessing results and making modifications prior to implementation.
You will need to review the terms of contract to assess benefits to the supply chain, and then monitor the performance of the supply chain. You should then inform the supply chain about variations in performance and advising them about changes needed.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
142
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Criteria:
● legislation
● codes of practice
● security of supply
● quality of product or service being supplied
● alignment of systems
● cost
● project objectives
● competence of supplier.
2. Strategic sourcing – of:
● principal contractors
● sub/works/trade contractors
● suppliers of goods and materials
● consultants
● clients/end users.
Learning outcomes 3 and 4
1. Supply chain:
● principal contractors
● sub/works/trade contractors
● suppliers of goods and materials
● consultants.
2. Management systems:
● clients/end user
● health and safety
● environment
● quality
● certification of workforce.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
143
Learning outcomes 5 and 6
1. Supply chain:
● principal contractors
● sub/works/trade contractors
● suppliers of goods and materials
● consultants
● clients/end users.
2. Monitor – methods:
● internal auditing
● external auditing.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) which are considered to be common and key to demonstrating competence.
1. Evaluation(s) of the effect of strategic sourcing, including the benefits of change (1.1, 1.2, 1.3) [1.1, 1.2].
2. Record(s) of recommendations which have been negotiated (1.4, 1.5) [1.1, 1.2].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.
1. Specification(s) for the alignment of supply chain management systems (3.1, 3.2) [3.1, 3.2].
2. Record(s) of trials, including modifications made (3.3) [3.2].
3. Record(s) of checks made to the aligned management systems (3.4) [3.2].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
144
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Review(s) of the supply chain terms of contract (5.1) [5.1].
2. Record(s) of the supply chain performance monitor including variations, advice and information about changes (5.2, 5.3) [5.1, 5.2].
3. Investigation(s) of persistent variations and major problems (5.4) [5.1].
4. Assessment(s) of existing and alternative sourcing arrangements (5.5) [5.1].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Sel
ect
rele
vant
criter
ia t
o u
se in m
akin
g e
valu
atio
ns
and d
ecis
ions
1.2
Eva
luat
e th
e ef
fect
of
stra
tegic
sou
rcin
g o
n c
ompet
itiv
enes
s of su
pply
, co
mpar
e th
e ev
aluat
ion w
ith e
xist
ing a
rran
gem
ents
and c
alcu
late
the
adva
nta
ges
and d
isad
vanta
ges
1.3
Eva
luat
e th
e ben
efits
of c
han
gin
g t
o n
ew s
upplie
rs
1.4
Rec
om
men
d c
han
ges
usi
ng e
viden
ce a
nd iden
tify
the
stra
tegic
im
plic
atio
ns
for
supply
1
Be
able
to e
valu
ate
and a
gre
e th
e ben
efits
and r
isks
of
stra
tegic
so
urc
ing
1.5
N
egotiat
e an
d a
gre
e re
com
men
dat
ions
with d
ecis
ion m
aker
s, t
he
supplie
rs a
nd o
ther
peo
ple
who h
ave
an inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
Eva
luat
e how
to
sele
ct r
elev
ant
criter
ia t
o u
se in m
akin
g e
valu
atio
ns
and d
ecis
ions
2.2
Exp
lain
how
to e
valu
ate
the
effe
ct o
f st
rate
gic
sourc
ing o
n
com
pet
itiv
enes
s of
supply
2.3
Pr
opose
how
to
com
par
e th
e ev
aluat
ion w
ith e
xist
ing a
rran
gem
ents
2.4
Exp
lain
how
to c
alcu
late
the
adva
nta
ges
and d
isad
vanta
ges
str
ateg
ic
sourc
ing o
n c
om
pet
itiv
enes
s of su
pply
2.5
Exp
lain
how
to e
valu
ate
the
ben
efits
of
chan
gin
g t
o n
ew s
upplie
rs
2.6
Pr
opose
how
to
reco
mm
end c
han
ges
to s
upplie
rs u
sing e
viden
ce
2.7
D
escr
ibe
how
to
iden
tify
the
stra
tegic
im
plic
atio
ns
for
supply
2.8
Pr
opose
how
to
neg
otiat
e re
com
men
dat
ions
with d
ecis
ion m
aker
s, t
he
supplie
rs a
nd o
ther
peo
ple
who h
ave
an inte
rest
2
Under
stan
d h
ow
to
eval
uat
e an
d a
gre
e th
e ben
efits
and
risk
s of
stra
tegic
so
urc
ing
2.9
Eva
luat
e how
to
agre
e re
com
men
dat
ions
with d
ecis
ion m
aker
s, t
he
supplie
rs a
nd o
ther
peo
ple
who h
ave
an inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
3.1
Spec
ify
and a
gre
e w
ith t
he
supply
chai
n t
he
way
s in
whic
h s
yste
ms
will
be
man
aged
and a
ligned
3.2
Id
entify
and a
gre
e, w
ith a
ll st
akeh
old
ers,
the
chan
ges
to s
yste
ms
whic
h a
re n
eces
sary
to m
eet
tech
nic
al a
nd q
ual
ity
requirem
ents
3.3
D
evel
op a
nd im
ple
men
t ap
pro
priat
e tr
ials
, as
sess
the
resu
lts
and
mak
e ap
pro
priat
e m
odific
atio
ns
bef
ore
movi
ng t
o full
imple
men
tation
3.4
Chec
k th
at t
he
alig
nm
ent
of s
yste
ms
confo
rms
to t
he
requirem
ents
of
dat
a pro
tect
ion leg
isla
tion
3
Be
able
to a
gre
e an
d im
ple
men
t al
ignm
ent
of
syst
ems
3.5
N
egotiat
e an
d a
gre
e fo
rmal
contr
actu
al a
rran
gem
ents
that
set
out
the
requirem
ents
for
the
imple
men
tation a
nd o
per
atio
n o
f st
rate
gic
so
urc
ing p
artn
ersh
ips
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
4.1
Eva
luat
e how
to
spec
ify
and a
gre
e w
ith t
he
supply
chai
n t
he
way
s in
w
hic
h s
yste
ms
will
be
man
aged
and a
ligned
4.2
D
escr
ibe
what
to iden
tify
as
the
chan
ges
to s
yste
ms
with a
ll st
akeh
old
ers
whic
h a
re n
eces
sary
to m
eet
tech
nic
al a
nd q
ual
ity
requirem
ents
4.3
Eva
luat
e how
to
agre
e w
ith a
ll st
akeh
old
ers,
the
chan
ges
to s
yste
ms
whic
h a
re n
eces
sary
to m
eet
tech
nic
al a
nd q
ual
ity
requirem
ents
4.4
Pr
opose
how
to
dev
elop a
ppro
priat
e tr
ials
bef
ore
movi
ng t
o full
imple
men
tation
4.5
Exp
lain
how
to im
ple
men
t ap
pro
priat
e tr
ials
bef
ore
movi
ng t
o full
imple
men
tation
4.6
Exa
min
e how
to
asse
ss t
he
resu
lts
and m
ake
appro
priat
e m
odific
atio
ns
bef
ore
movi
ng t
o full
imple
men
tation
4.7
Exp
lain
how
to c
hec
k th
at t
he
alig
nm
ent
of
syst
ems
confo
rms
to t
he
requirem
ents
of
dat
a pro
tect
ion leg
isla
tion
4.8
Pr
opose
how
to
neg
otiat
e a
form
al c
ontr
actu
al a
rran
gem
ents
that
set
out
the
requirem
ents
for
the
imple
men
tation a
nd o
per
atio
n o
f st
rate
gic
sourc
ing p
artn
ersh
ips
4
Under
stan
d h
ow
to
agre
e an
d
imple
men
t al
ignm
ent
of
syst
ems
4.9
Eva
luat
e how
to
agre
e fo
rmal
con
trac
tual
arr
angem
ents
that
set
out
the
requirem
ents
for
the
imple
men
tation a
nd o
per
atio
n o
f st
rate
gic
so
urc
ing p
artn
ersh
ips
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
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
Rev
iew
the
term
s of
contr
act
regula
rly,
and a
sses
s w
het
her
ther
e ar
e co
ntinued
net
ben
efits
to t
he
supply
chai
n
5.2
M
onitor
the
per
form
ance
of
the
supply
chai
n a
gai
nst
agre
ed s
tandar
ds
and q
uan
tify
any
variat
ions
in p
erfo
rman
ce
5.3
In
form
the
supply
chai
n a
bout
variat
ions
in p
erfo
rman
ce fro
m
contr
act
term
s, a
nd p
rovi
de
them
with a
dvi
ce a
nd info
rmat
ion a
bout
the
chan
ges
nee
ded
and t
he
tim
e al
low
ed t
o m
ake
the
chan
ges
5.4
In
vest
igat
e per
sist
ent
variat
ions
and m
ajor
pro
ble
ms,
iden
tify
lik
ely
cause
s an
d info
rm a
ll th
e su
pply
chai
n
5
Be
able
to m
onitor
and c
ontr
ol su
pply
ch
ain
arra
ngem
ents
5.5
Ass
ess
exis
ting s
ourc
ing a
rran
gem
ents
agai
nst
alter
nat
ive
supply
options
regula
rly
and e
stim
ate
the
rela
tive
ben
efits
and a
dva
nta
ges
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
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
6.1
Exa
min
e how
to
revi
ew t
he
term
s of
contr
act
and a
sses
s w
het
her
the
contr
act
pro
vides
continued
net
ben
efits
to t
he
supply
chai
n
6.2
Exa
min
e how
to
monitor
the
per
form
ance
of th
e su
pply
chai
n a
gai
nst
ag
reed
sta
ndar
ds
6.3
Exa
min
e how
to
quan
tify
any
variat
ions
in p
erfo
rman
ce o
f th
e su
pply
ch
ain
6.4
Exp
lain
how
to info
rm t
he
supply
chai
n a
bout
variat
ions
in
per
form
ance
fro
m c
ontr
act
term
s
6.5
Exp
lain
how
to p
rovi
de
the
supply
chai
n w
ith a
dvi
ce a
nd info
rmat
ion
about
the
chan
ges
nee
ded
and t
he
tim
e al
low
ed t
o m
ake
the
chan
ges
6.6
Exa
min
e how
to
inve
stig
ate
per
sist
ent
variat
ions
and m
ajor
pro
ble
ms
6.7
D
escr
ibe
what
to iden
tify
as
likel
y ca
use
s of per
sist
ent
variat
ions
and
pro
ble
ms
6.8
Exp
lain
how
to info
rm a
ll th
e su
pply
chai
n a
bout
cause
s of per
sist
ent
variat
ions
and p
roble
ms
6.9
Exa
min
e how
to
asse
ss e
xist
ing s
ourc
ing a
rran
gem
ents
agai
nst
al
tern
ativ
e su
pply
option
s
6
Under
stan
d h
ow
to
monitor
and
contr
ol su
pply
ch
ain
arra
ngem
ents
6.1
0
Exa
min
e how
to
estim
ate
the
rela
tive
ben
efits
and a
dva
nta
ges
fro
m
the
anal
ysis
of
the
exis
ting s
ourc
ing a
rran
gem
ents
and a
lter
nat
ive
supply
option
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
1
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
152
Unit 12: Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management
Unit reference number: M/505/8298
QCF Level: 6
Credit value: 12
Guided learning hours: 20
Unit summary
This unit is about shortlisting and selecting appropriate tenderers. It is also about reviewing and amending tender documents and ensuring that addendums are issued.
You will need to identify suitable bills of quantities, evaluate options against relevant criteria and select options for bills of quantities. You will then forecast the prime cost, provisional sums and contingencies, prepare a bill of preliminaries and check final drafts.
You will need to select an appropriate tender, and review tender documents to ensure that they are issued and cover the scope of work. You will also investigate any errors reported by tenderers, amend tender documents and ensure that addendums are reissued.
You will need to acknowledge and evaluate tenders against the criteria and modify and repeat tendering processes if necessary, choosing the best tenderers to appoint formally and notifying unsuccessful tenderers. You will also negotiate and agree any variations, adjustments and corrections with tenderer(s) subject to contract.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
153
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Tenderers:
● contractors
● sub/works/trade contractors
● suppliers
● consultants.
2. Evidence:
● documentary
● references
● interview.
3. Selection criteria:
● quality and delivery record
● perceived added value (including reputation of potential contractors)
● acceptability of known sub-contracting arrangements
● acceptability to client
● financial resources
● references from previous clients and bankers
● health and safety
● competence of people
● resources (human, materials, facilities)
● insurance
● environmental policy and management
● competitiveness.
Learning outcomes 3 and 4
1. Bills:
● trade
● elemental
● operational
● approximate
● schedules of rates.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
154
2. Procurement:
● competitive tender – limited competition
● open competition (including advertising)
● non-competitive – negotiation
● serial award
● partnering.
3. Relevant criteria:
● cost of production
● time in preparation
● suitability to the contract
● form of project procurement
● intended purpose.
Learning outcomes 5 and 6
1. Tender:
● open competitive
● two stage
● two envelope
● selected list
● negotiated.
2. Tender documents
● invitation to tender
● form of tender
● returns procedure
● surveys
● specifications
● drawings
● schedules
● bills of quantities
● health and safety plans
● scope of services
● terms and conditions
● schedules of rates.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
155
3. Tenderers:
● contractors
● sub/works/trade contractors
● suppliers
● consultant.
Learning outcomes 7 and 8
1. Tenderers:
● contractors
● sub/works/trade contractors
● suppliers
● consultants.
2. Criteria:
● tender compliance
● quality
● technical viability
● timescale
● cost (budgets, rates)
● loading and cash flow
● policies which offer added value
● any variations, adjustments and corrections.
3. Variations, adjustments and corrections:
● price
● quantity
● quality
● standards
● carriage and delivery
● completion
● maintenance
● after sales service
● method of payment
● terms of payment
● contract conditions
● scope of service
● terms and conditions.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
156
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Record(s) of pre-qualification tender enquiries sent to potential tenderers (1.1, 1.2, 1.3) [1.1, 1.2, 1.3].
2. Evaluation(s) of potential tenderers (1.4, 1.5) [1.1, 1.3].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Bill(s) that include: evaluated and selected options; forecasts of prime cost, provisional sums and contingencies; bill of preliminaries, checks and approvals (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence: not applicable.
Learning outcome 5
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Tender document(s) (5.1, 5.2, 5.3) [5.1, 5.2].
2. Record(s) of tender documents reviewed and issued including (5.2, 5.3, 5.4) [ALL].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
157
Learning outcome 7
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Acknowledgements and evaluation(s) of tenders amendments and checks against the agreed criteria (7.1, 7.3) [7.1, 7.2].
2. Records showing repeated tendering processes (7.2) [7.1].
3. Records of chosen tender (7.4) [7.1].
4. Records of negotiations including any variations, adjustments and corrections made (7.5) [7.3].
5. Records of notifications to tenderers (7.6) [7.1].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
8
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
Sel
ect
an a
ppro
priat
e ty
pe
of
pro
cure
men
t pro
cess
whic
h a
ligns
with
legal, s
tatu
tory
and o
rgan
isat
ional
req
uirem
ents
and d
ecid
e w
hic
h
pote
ntial
ten
der
ers
could
mee
t th
e co
ntr
act
conditio
ns
1.2
D
ecid
e how
man
y te
nder
ers
to invi
te,
taki
ng into
acc
ount
the
valu
e an
d s
ize
of th
e co
ntr
act
1.3
Choose
sel
ection c
rite
ria
whic
h a
re s
uitab
le t
o w
eight
and r
ate
per
form
ance
for
the
type
of w
ork
des
crib
ed in t
he
tender
1.4
Sen
d t
ender
enquirie
s to
pote
ntial
ten
der
ers,
for
them
to p
rovi
de
evid
ence
about
thei
r ex
per
ience
, ca
pab
ility
and a
vaila
bili
ty t
o c
arry
out
the
work
1.5
Eva
luat
e pot
ential
ten
der
ers
who r
espond t
o th
e en
quiry
agai
nst
the
sele
ctio
n c
rite
ria,
in o
rder
to s
hort
list
tender
ers
1.6
O
ffer
advi
ce a
nd info
rmat
ion t
o dec
isio
n m
aker
s ab
out
pote
ntial
te
nder
ers
and t
he
sele
ctio
n c
rite
ria
and m
odify
the
tender
lis
t to
re
flec
t an
y ch
anges
whic
h a
re a
gre
ed
1
Be
able
to s
hort
list
tender
ers
1.7
Add m
ore
pote
ntial
ten
der
ers
from
the
eval
uat
ion lis
t w
hic
h m
eet
the
sele
ctio
n c
rite
ria
if t
hose
conta
cted
are
not
will
ing o
r ab
le t
o t
ender
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
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 how
to
sele
ct a
n a
ppro
priat
e ty
pe
of p
rocu
rem
ent
pro
cess
w
hic
h a
ligns
with leg
al,
stat
uto
ry a
nd o
rgan
isat
ional
req
uirem
ents
and
dec
ide
whic
h p
ote
ntial
ten
der
ers
could
mee
t th
e co
ntr
act
conditio
ns
2.2
Eva
luat
e how
to
dec
ide
how
man
y te
nder
ers
to invi
te,
taki
ng into
ac
count
the
valu
e an
d s
ize
of
the
contr
act
2.3
Eva
luat
e how
to
choose
sel
ection c
rite
ria
whic
h a
re s
uitab
le t
o w
eight
and r
ate
per
form
ance
for
the
type
of
work
des
crib
ed in t
he
tender
2.4
Exp
lain
how
to s
end t
ender
enquirie
s to
pot
ential
ten
der
ers,
for
them
to
pro
vide
evid
ence
about
thei
r ex
per
ience
, ca
pab
ility
and a
vaila
bili
ty t
o
carr
y out
the
work
2.5
Exp
lain
how
to e
valu
ate
pote
ntial
ten
der
ers
who r
espond t
o t
he
enquiry
agai
nst
the
sele
ctio
n c
rite
ria,
in o
rder
to s
hort
list
tender
ers
2.6
Pr
opose
how
to
offer
advi
ce a
nd info
rmat
ion t
o d
ecis
ion m
aker
s ab
out
pote
ntial
ten
der
ers
and t
he
sele
ctio
n c
rite
ria
2.7
Exp
lain
how
to m
odify
the
tender
lis
t to
ref
lect
any
chan
ges
whic
h a
re
agre
ed
2
Under
stan
d h
ow
to
short
list
tender
ers
2.8
Exp
lain
how
to a
dd m
ore
pote
ntial
ten
der
ers
from
the
eval
uat
ion lis
t w
hic
h m
eet
the
sele
ctio
n c
rite
ria
if t
hose
conta
cted
are
not
will
ing o
r ab
le t
o t
ender
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
3.1
Id
entify
docu
men
ts w
hic
h a
re s
uitab
le f
or
the
type
of
pro
cure
men
t an
d
eval
uat
e th
e options
agai
nst
rel
evan
t cr
iter
ia
3.2
Sel
ect
valid
options
for
docu
men
ts,
dis
cuss
them
with t
he
clie
nt
and
oth
er p
eople
who
hav
e an
inte
rest
and a
gre
e a
form
3.3
In
clude
within
the
doc
um
ents
and d
escr
iption
s, c
han
ges
, cl
arific
atio
ns
and c
orr
ections
aris
ing fro
m t
he
sourc
e docu
men
ts a
nd t
he
brief
3.4
Fo
reca
st t
he
prim
e co
st,
pro
visi
onal
sum
s an
d c
ontingen
cies
so t
hat
th
ey c
an b
e in
cluded
in t
he
docu
men
ts
3.5
Pr
epar
e ac
cura
te d
ocu
men
ts w
hic
h d
escr
ibe
the
nee
ds
of t
he
contr
acto
r an
d t
he
clie
nt
3.6
O
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
3
Be
able
to s
elec
t docu
men
ts
3.7
Chec
k th
e final
dra
ft d
ocum
ents
and a
ppro
ve t
hose
whic
h a
re a
ccura
te
for
pro
duct
ion a
nd iss
uin
g
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
4.1
D
escr
ibe
what
to iden
tify
as
docu
men
ts w
hic
h a
re s
uitab
le f
or
the
type
of
pro
cure
men
t
4.2
Exp
lain
how
to e
valu
ate
the
options
for
docu
men
ts a
gai
nst
rel
evan
t cr
iter
ia
4.3
Exp
lain
how
to s
elec
t va
lid o
ptions
for
docu
men
ts
4.4
Exp
lain
how
to d
iscu
ss v
alid
options
with t
he
clie
nt
and o
ther
peo
ple
w
ho h
ave
an inte
rest
4.5
Eva
luat
e how
to
agre
e a
form
of
options
with t
he
clie
nt
and o
ther
peo
ple
who h
ave
an inte
rest
4.6
Exp
lain
how
to incl
ude
within
the
docu
men
ts a
nd d
escr
iptions,
chan
ges
, cl
arific
atio
ns
and c
orr
ections
aris
ing f
rom
the
sourc
e docu
men
ts a
nd t
he
brief
4.7
Exa
min
e how
to
fore
cast
the
prim
e co
st,
pro
visi
onal
sum
s an
d
contingen
cies
so t
hat
they
can
be
incl
uded
in t
he
docu
men
ts
4.8
Exp
lain
how
to p
repar
e ac
cura
te d
ocum
ents
whic
h d
escr
ibe
the
nee
ds
of
the
contr
acto
r an
d t
he
clie
nt
4.8
Exp
lain
how
to o
bta
in n
eces
sary
chec
ks a
nd a
ppro
vals
4
Under
stan
d h
ow
to
sele
ct d
ocu
men
ts
4.9
Exp
lain
how
to c
hec
k th
e final
dra
ft d
ocu
men
ts a
nd a
ppro
ve t
hose
w
hic
h a
re a
ccura
te for
pro
duct
ion a
nd iss
uin
g
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
5.1
Sel
ect
an a
ppro
priat
e ty
pe
of te
nder
5.2
Ensu
re t
hat
all
required
ten
der
info
rmat
ion a
nd d
ocu
men
ts a
re iss
ued
in
acco
rdan
ce w
ith a
gre
ed p
roce
dure
s
5.3
In
vest
igat
e an
y quer
ies,
err
ors
, om
issi
ons
and a
mbig
uitie
s w
hic
h a
re
report
ed b
y te
nder
ers
5.4
Am
end t
he
tender
info
rmat
ion a
nd d
ocu
men
ts t
o c
orr
ect
them
and
ensu
re t
hat
adden
dum
s ar
e re
-iss
ued
5.5
Agre
e an
d im
ple
men
t ac
tion w
hen
ten
der
ers
withdra
w fro
m t
he
pro
cess
5
Be
able
to o
bta
in
tender
s
5.6
Kee
p r
ecord
s of te
nder
info
rmat
ion a
nd d
ocu
men
ts iss
ued
, fe
edbac
k,
quer
ies
and info
rmat
ion f
rom
ten
der
ers
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
6.1
Eva
luat
e how
to
sele
ct a
ppro
priat
e ty
pes
of te
nder
6.2
Exp
lain
how
to e
nsu
re t
hat
all
tender
info
rmat
ion a
nd d
ocu
men
ts a
re
issu
ed in a
ccord
ance
with a
gre
ed p
roce
dure
s
6.3
Exa
min
e how
to
inve
stig
ate
any
quer
ies,
err
ors
, om
issi
ons
and
ambig
uitie
s w
hic
h a
re r
eport
ed b
y te
nder
ers
6.4
Exp
lain
how
to a
men
d t
he
tender
info
rmat
ion a
nd d
ocu
men
ts t
o c
orr
ect
them
6.5
Exp
lain
how
to e
nsu
re t
hat
adden
dum
s ar
e re
-iss
ued
6.6
Eva
luat
e how
to
agre
e ac
tion w
hen
ten
der
ers
withdra
w f
rom
the
pro
cess
6.7
Exp
lain
how
to im
ple
men
t ac
tion w
hen
ten
der
ers
withdra
w f
rom
the
pro
cess
6
Under
stan
d h
ow
to
obta
in t
ender
s
6.7
Exp
lain
how
to k
eep r
ecord
s of
tender
info
rmat
ion a
nd d
ocu
men
ts
issu
ed,
feed
bac
k, q
uer
ies
and info
rmat
ion f
rom
ten
der
ers
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
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
Ack
now
ledge
and e
valu
ate
the
tender
s re
ceiv
ed a
gai
nst
the
agre
ed
criter
ia
7.2
M
odify
and/o
r re
pea
t th
e te
nder
ing p
roce
sses
in c
onsu
ltat
ion w
ith t
he
clie
nt
if t
oo few
ten
der
s ar
e re
ceiv
ed
7.3
Chec
k w
ith t
ender
ers
if a
ny
dis
crep
anci
es,
om
issi
ons
and e
rrors
are
fo
und in t
he
tender
s, a
nd m
ake
any
amen
dm
ents
whic
h t
ender
ers
auth
orise
7.4
Choose
the
tender
whic
h b
est
mee
ts t
he
criter
ia
7.5
N
egotiat
e an
d a
gre
e an
y va
riat
ions,
adju
stm
ents
and c
orr
ections
with
the
most
appro
priat
e te
nder
er a
nd c
onfirm
them
in w
riting,
subje
ct t
o
contr
act
7
Be
able
to e
valu
ate
tender
s an
d
appoin
t co
ntr
acto
rs
7.6
Appoin
t th
e su
cces
sful te
nder
er f
orm
ally
and n
otify
ten
der
ers
who
hav
e bee
n u
nsu
cces
sful ab
out
the
resu
lt
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Exp
lain
how
to a
cknow
ledge
the
tender
s re
ceiv
ed
8.2
Exp
lain
how
to e
valu
ate
the
tender
s re
ceiv
ed a
gai
nst
the
agre
ed c
rite
ria
8.3
Exp
lain
how
to m
odify
and/o
r re
pea
t th
e te
nder
ing p
roce
sses
in
consu
ltat
ion w
ith t
he
clie
nt
if t
oo
few
ten
der
s ar
e re
ceiv
ed
8.4
Exp
lain
how
to c
hec
k w
ith t
ender
ers
if a
ny
dis
crep
anci
es,
om
issi
ons
and
erro
rs a
re f
ound in t
he
tender
s, a
nd m
ake
any
amen
dm
ents
whic
h
tender
ers
auth
orise
8.5
Eva
luat
e how
to
choose
the
tender
whic
h b
est
mee
ts t
he
criter
ia
8.6
Pr
opose
how
to
neg
otiat
e an
y va
riat
ions,
adju
stm
ents
and c
orr
ections
with t
he
mos
t ap
pro
priat
e te
nder
er
8.7
Eva
luat
e how
to
agre
e an
y va
riat
ions,
adju
stm
ents
and c
orre
ctio
ns
with
the
most
appro
priat
e te
nder
er
8.8
Exp
lain
how
to c
onfirm
in w
riting a
ny
variat
ions,
adju
stm
ents
and
corr
ections
with t
he
mos
t ap
pro
priat
e te
nder
er s
ubje
ct t
o co
ntr
act
8.9
Eva
luat
e how
to
appoin
t th
e su
cces
sful te
nder
er f
orm
ally
8
Under
stan
d h
ow
to
eval
uat
e te
nder
s an
d a
ppoin
t co
ntr
acto
rs
8.1
0
Exp
lain
how
to n
otify
ten
der
ers
who h
ave
bee
n u
nsu
cces
sful ab
out
the
resu
lt
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
166
Unit 13: Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management
Unit reference number: M/505/8303
QCF Level: 6
Credit value: 12
Guided learning hours: 20
Unit summary
This unit is about evaluating the organisation’s resources to meet tender requirements and the submission of tenders.
You will need to evaluate the tender documents against agreed criteria and assess the organisation’s resources to meet the tender requirements. You will then identify and resolve points of concern and contractual and legal issues with the tender, investigate the tender documents within budgets and tender time limits, and draw objective conclusions on whether to make a bid.
You will need to identify and evaluate the risks and opportunities involved in the submission of a successful tender. You will then modify costs to take into account any external factors and recommend a profit margin and payment schedule. You will also need to check that the tender is complete and accurate, and then present and support the tender to maximise its acceptability. You will need to collate and submit tender information in accordance with procurement requirements.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
167
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Tender – type:
● contractor
● sub/works/trade contractor
● supply
● consultancy.
2. Tender requirements:
● construction
● installation and maintenance work
● supply of goods and materials
● consultancy services.
3. Legal issues:
● plan
● health and safety
● environmental
● ownership
● common law rights
● European Union requirements
● form of contracts.
4. Points of concern:
● discrepancies within enquiry information
● tender procedure requirements
● quantitative requirements
● qualitative requirements
● contractual requirements.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
168
5. Tender documents — type:
● invitation to tender
● form of tender
● returns procedure
● survey reports
● specifications
● drawings
● bills of quantities
● health and safety plans
● scope of services
● terms and conditions
● schedule of rates.
6. Agreed criteria:
● financial
● viability of tendering information
● current workload
● type of work
● competence of people
● timescale
● social policies
● environmental impact
● location
● practical completion.
Learning outcomes 3 and 4
1. Risks and opportunities:
● environmental
● financial and market
● political
● technical
● health and safety
● reputation
● competence of people
● time and resources.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
169
2. Tender
● contracting
● sub/works/trade contracting
● supply
● consultancy.
3. Alternatives and/or qualifications:
● specifications and materials
● methods of construction
● services
● timescales
● supply options
● price offer options.
4. Tender requirements:
● construction
● installation and maintenance work
● supply of goods and materials
● consultancy services.
5. External factors:
● variations over time
● geographic location
● statutory and contractual requirements
● special working conditions and methods
● special resourcing conditions.
6. Presenting:
● orally
● in writing
● graphically
● use computer models.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
170
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Evaluations of tender documents which include points of concern, assessment of capability to meet the requirements, contractual and legal issues, conclusions (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.
1. Tender submission(s) (ALL) [ALL].
Simulations are not considered to be acceptable for producing evidence for this element.
Process evidence
1. Presentation(s) and support of tender(s) which include evaluations of risks and opportunities, specified alternatives, profit margin, payment schedule (3.1, 3.2, 3.4, 3.6) [3.2, 3.3, 3.6].
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
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
Id
entify
any
poin
ts o
f co
nce
rn in t
he
tender
doc
um
ents
1.2
Eva
luat
e th
e te
nder
doc
um
ents
agai
nst
the
agre
ed c
rite
ria
and a
sses
s th
e org
anis
atio
nal
cap
abili
ty o
f m
eeting t
he
tender
req
uirem
ents
1.3
Id
entify
and a
sses
s an
y co
ntr
actu
al a
nd leg
al iss
ues
whic
h m
ight
affe
ct t
he
pro
ject
1
Be
able
to e
valu
ate
tender
enquiry
docu
men
tation
1.4
Kee
p info
rmat
ion a
bout
tender
enquirie
s in
confiden
ce a
nd o
nly
pas
s it o
n t
o p
eople
who
hav
e th
e au
thor
ity
to r
ecei
ve it
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
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
D
escr
ibe
what
to iden
tify
as
any
poin
ts o
f co
nce
rn in t
he
tender
docu
men
ts
2.2
Exp
lain
how
to e
valu
ate
the
tender
docu
men
ts a
gai
nst
the
agre
ed
criter
ia
2.3
Exa
min
e how
to
asse
ss t
he
org
anis
atio
nal
cap
abili
ty o
f m
eeting t
he
tender
req
uirem
ents
2.4
D
escr
ibe
what
to iden
tify
as
any
contr
actu
al a
nd leg
al iss
ues
whic
h
mig
ht
affe
ct t
he
pro
ject
2.5
Exa
min
e how
to
asse
ss a
ny
contr
actu
al a
nd leg
al iss
ues
whic
h m
ight
affe
ct t
he
pro
ject
2
Under
stan
d h
ow
to
eval
uat
e te
nder
en
quiry
docu
men
tation
2.6
Exp
lain
how
to k
eep info
rmat
ion a
bout
tender
enquirie
s co
nfiden
tial
an
d o
nly
pas
s it o
n t
o p
eople
who h
ave
the
auth
ority
to r
ecei
ve it
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
3.1
Id
entify
and e
valu
ate
the
risk
s an
d o
pport
unitie
s in
volv
ed in a
su
cces
sful te
nder
3.2
Id
entify
opport
unitie
s fo
r an
y al
tern
ativ
es a
nd/o
r qual
ific
atio
ns
to t
he
origin
al t
ender
req
uirem
ents
to
optim
ise
the
tender
3.3
M
odify
the
cost
s to
tak
e in
to a
ccount
any
exte
rnal
fac
tors
whic
h m
ay
affe
ct t
he
cost
pro
ject
ions
3.4
Id
entify
a p
rofit
mar
gin
and p
aym
ent
sched
ule
whic
h m
eets
the
obje
ctiv
es a
nd s
trat
egy
of
the
org
anis
atio
n a
nd n
otify
dec
isio
n m
aker
s
3.5
Chec
k th
at t
he
tender
is
com
ple
te a
nd a
ccura
te a
nd c
onfo
rms
to h
ouse
st
yle
and m
ake
any
nec
essa
ry m
odific
atio
ns
3
Be
able
to f
inal
ise
and s
ubm
it a
te
nder
3.6
Colla
te,
arra
nge
and s
ubm
it t
ender
info
rmat
ion in a
ccord
ance
with
pro
cure
men
t re
quirem
ents
and s
upport
the
tender
in a
man
ner
whic
h
max
imis
es its
acc
epta
bili
ty
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
4.1
D
escr
ibe
what
to iden
tify
as
any
risk
s an
d o
pport
unitie
s in
volv
ed in a
su
cces
sful te
nder
4.2
Exp
lain
how
to e
valu
ate
the
risk
s an
d o
pport
unitie
s in
volv
ed in a
su
cces
sful te
nder
4.3
D
escr
ibe
what
to iden
tify
as
oppor
tunitie
s fo
r an
y al
tern
ativ
es a
nd/o
r qual
ific
atio
ns
to t
he
origin
al t
ender
req
uirem
ents
to o
ptim
ise
the
tender
4.4
Exp
lain
how
to m
odify
the
cost
s to
tak
e in
to a
ccount
any
exte
rnal
fa
ctors
whic
h m
ay a
ffec
t th
e co
st p
roje
ctio
ns
4.5
D
escr
ibe
what
to iden
tify
as
a pro
fit
mar
gin
and p
aym
ent
sched
ule
w
hic
h m
eets
the
obje
ctiv
es a
nd s
trat
egy
of th
e org
anis
atio
n
4.6
Exp
lain
how
to n
otify
dec
isio
n m
aker
s ab
out
iden
tified
pro
fit
mar
gin
an
d p
aym
ent
sched
ule
4.7
Exp
lain
how
to c
hec
k th
at t
he
tender
is
com
ple
te a
nd a
ccura
te a
nd
confo
rms
to h
ouse
sty
le a
nd m
ake
any
nec
essa
ry m
odific
atio
ns
4
Under
stan
d h
ow
to
final
ise
and s
ubm
it
a te
nder
4.8
Exp
lain
how
to c
olla
te,
arra
nge
and s
ubm
it t
ender
info
rmat
ion in
acco
rdan
ce w
ith p
rocu
rem
ent
requirem
ents
support
ing t
he
tender
in a
m
anner
whic
h m
axim
ises
its
acc
epta
bili
ty
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:_____________________________
Un
it 1
4:
Evalu
ate
Wo
rk M
eth
od
s an
d P
rog
ram
me i
n
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
175
Unit 14: Evaluate Work Methods and Programme in Construction Contracting Operations Management
Unit reference number: R/505/8309
QCF Level: 6
Credit value: 13
Guided learning hours: 30
Unit summary
This unit is about assessing project data and selecting methods that meet technical project criteria. It is also about analysing the sequential programming of activities, confirming alterations and developing a monitoring system for the works programme.
You will need to assess project data and obtain more information where required, and then identify, evaluate and select methods which meet technical and project criteria and propose them to decision makers.
You will also need to analyse and quantify the selected methods for their activity content and review method statements to ensure they are accurate and acceptable to the people involved. You will analyse the sequential programming of activities against external factors and resources to meet project requirements. You will then need to ensure that programmes and schedules of activities are consistent with the complexities of the project. You will need to confirm any alterations made to the works programme and develop a monitoring system for it.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
176
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Project data:
● conditions of contract
● bills of quantities
● specifications
● detailed drawings
● health and safety plans
● timescales
● contractual risks obligations and scope of works.
2. Alternative sources:
● the client
● the client’s representative
● contractors
● sub-contractors
● suppliers
● regulatory authorities
● technical literature
● trade literature.
3. Identify work methods:
● standard lists and procedures
● investigative research.
4. Technical criteria:
● materials and component performance and availability
● structural forms
● physical environmental factors
● occupancy
● health, safety and welfare
● fire protection
● access
● plant, equipment and people availability
● transportation
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
177
● traffic generation and management
● general environmental factors
● waste and sustainability
● location weather conditions.
5. Project criteria:
● cost benefit
● conformity to statutory requirements
● client and user needs
● contract requirements in terms of time, quantity and quality
● environmental considerations
● third party obligations
● other related programmes
● supply lead times.
6. Analyse – use:
● method study
● work study
● production analysis
● feedback from similar projects.
Learning outcomes 3 and 4
1. Analyse – use:
● method study
● work study
● production analysis.
2. Project requirements:
● contract conditions
● contract programme stipulations
● statutory consent
● Building Control notification
● third party obligations
● health and safety requirements.
3. External factors:
● other related programmes
● supply lead times
● contingencies
● special working conditions
● location weather conditions
● statutory limitations.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
178
4. Resources:
● people
● plant and equipment
● materials and components
● sub-contractors.
5. Programmes and schedules:
● bar charts
● network analysis
● critical path
● line of balance
● action lists
● method statements.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Evaluation(s) of possible work methods which include assessments of project data, information from alternative services, identified work methods, technical and project criteria (1.1, 1.2) [ALL].
2. Record(s) of proposed work methods (1.3) [1.3].
3. Analyse the method statement(s) (1.4, 1.5) [1.3, 1.6].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Analysis of sequential programming of activities against project requirements, external factors and necessary resources (3.1) [3.1, 3.2, 3.3, 3.4].
2. Programme(s) and schedule(s) of planned activities (3.2) [ALL].
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
179
3. Alterations to works programme(s) with savings calculated and justified (3.3) [3.5].
4. Records of system(s) developed and implemented for monitor works programmes which include use the results to improve future production and plan (3.4) [3.5].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
0
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
Ass
ess
the
avai
lable
pro
ject
info
rmat
ion a
ccura
tely
and s
um
mar
ise
it
to e
nab
le d
ecis
ions
on p
roduct
ion,
inst
alla
tion a
nd w
ork
met
hods
to
be
mad
e
1.2
O
bta
in m
ore
info
rmat
ion f
rom
oth
er s
ourc
es in c
ases
wher
e th
e av
aila
ble
pro
ject
info
rmat
ion is
insu
ffic
ient
1.3
Id
entify
and e
valu
ate
the
poss
ible
work
met
hods
agai
nst
rel
evan
t te
chnic
al a
nd p
roje
ct c
rite
ria
and s
elec
t th
ose
whic
h b
est
mee
t th
e cr
iter
ia
1.4
Anal
yse
the
met
hod w
hic
h h
as b
een s
elec
ted f
or
its
activi
ty c
onte
nt
and q
uan
tify
it
accu
rate
ly
1.5
Pr
opose
the
sele
cted
met
hod t
o dec
isio
n m
aker
s
1
Be
able
to
eval
uat
e, r
evie
w
and s
elec
t w
ork
m
ethods
1.6
Rev
iew
met
hod s
tate
men
ts t
o en
sure
that
they
are
acc
ura
te,
clea
r,
conci
se a
nd a
ccep
table
to a
ll th
e peo
ple
invo
lved
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
2.1
Exa
min
e how
to
asse
ss t
he
avai
lable
pro
ject
info
rmat
ion a
ccura
tely
2.2
Exp
lain
how
to s
um
mar
ise
pro
ject
info
rmat
ion t
o e
nab
le d
ecis
ions
on
pro
duct
ion,
inst
alla
tion a
nd w
ork
met
hods
to b
e m
ade
2.3
Exp
lain
how
to o
bta
in m
ore
info
rmat
ion f
rom
oth
er s
ourc
es in c
ases
w
her
e th
e av
aila
ble
pro
ject
info
rmat
ion is
insu
ffic
ient
2.4
D
escr
ibe
what
to iden
tify
as
the
pos
sible
work
met
hods
agai
nst
re
leva
nt
tech
nic
al a
nd p
roje
ct c
rite
ria
and s
elec
t th
ose
whic
h b
est
mee
t th
e cr
iter
ia
2.5
Exp
lain
how
to e
valu
ate
the
poss
ible
work
met
hods
agai
nst
rel
evan
t te
chnic
al a
nd p
roje
ct c
rite
ria
and s
elec
t th
ose
whic
h b
est
mee
t th
e cr
iter
ia
2.6
Exa
min
e how
to
anal
yse
the
met
hod w
hic
h h
as b
een s
elec
ted f
or
its
activi
ty c
onte
nt
and q
uan
tify
it
accu
rate
ly
2.7
Pr
opose
the
sele
cted
met
hod t
o dec
isio
n m
aker
s
2
Under
stan
d h
ow
to
eval
uat
e, r
evie
w
and s
elec
t w
ork
m
ethods
2.8
Exa
min
e how
to
revi
ew m
ethod s
tate
men
ts t
o en
sure
that
they
are
ac
cura
te,
clea
r, c
onci
se a
nd a
ccep
table
to a
ll th
e peo
ple
invo
lved
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
3.1
Id
entify
maj
or
activi
ties
, ca
lcula
te t
he
reso
urc
es n
eeded
and iden
tify
th
eir
sourc
es f
rom
the
pro
ject
info
rmat
ion a
vaila
ble
and p
repar
e a
dra
ft w
ork
pro
gra
mm
e
3.2
Eva
luat
e al
tern
ativ
e m
ethods,
res
ourc
es a
nd s
yste
ms,
in o
rder
to
sele
ct t
he
optim
um
solu
tion t
o m
eet
pro
ject
req
uirem
ents
3.3
O
bta
in c
larifica
tion a
nd a
dvi
ce w
her
e th
e re
sourc
es n
eeded
are
not
avai
lable
3.4
Anal
yse
the
sequen
tial
pro
gra
mm
ing o
f ac
tivi
ties
agai
nst
pro
ject
re
quirem
ents
and t
he
requirem
ents
of si
gnific
ant
exte
rnal
fac
tors
and
nec
essa
ry r
esourc
es
3.5
Ensu
re t
hat
the
pro
duce
d 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
3.6
Confirm
alter
atio
ns
to t
he
work
s pro
gra
mm
e w
hic
h w
ill m
eet
chan
ged
ci
rcum
stan
ces
or
offer
cost
and t
ime
ben
efits,
cal
cula
te t
he
savi
ngs
accu
rate
ly a
nd just
ify
them
to d
ecis
ion m
aker
s
3
Be
able
to e
valu
ate
pro
ject
pro
gra
mm
e
3.7
D
evel
op a
sys
tem
for
monitor
ing a
nd r
ecord
ing t
he
work
s pro
gra
mm
e, im
ple
men
t it a
nd u
se t
he
resu
lts
to im
pro
ve f
utu
re
pro
duct
ion a
nd p
lannin
g
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
4.1
D
escr
ibe
what
to iden
tify
as
maj
or
activi
ties
fro
m t
he
pro
ject
in
form
atio
n
4.2
Exp
lain
how
to c
alcu
late
the
reso
urc
es n
eeded
for
maj
or
activi
ties
4.3
D
escr
ibe
what
to iden
tify
as
the
sourc
es o
f re
sourc
es f
rom
the
pro
ject
in
form
atio
n a
vaila
ble
4.4
Exp
lain
how
to p
repar
e a
dra
ft w
ork
pro
gra
mm
e
4.5
Exp
lain
how
to e
valu
ate
alte
rnat
ive
met
hods,
res
ourc
es a
nd s
yste
ms,
in
ord
er t
o s
elec
t th
e op
tim
um
solu
tion t
o m
eet
pro
ject
req
uirem
ents
4.6
Exp
lain
how
to o
bta
in c
larifica
tion a
nd a
dvi
ce w
her
e th
e re
sourc
es
nee
ded
are
not
avai
lable
4.7
Exa
min
e how
to
anal
yse
the
sequen
tial
pro
gra
mm
ing o
f ac
tivi
ties
ag
ainst
pro
ject
req
uirem
ents
and t
he
requirem
ents
of
signific
ant
exte
rnal
fac
tors
and n
eces
sary
res
ourc
es
4
Under
stan
d h
ow
to
eval
uat
e pro
ject
pro
gra
mm
e
4.8
Exp
lain
how
to e
nsu
re t
hat
the
pro
duce
d p
rogra
mm
es a
nd s
ched
ule
s of
pla
nned
act
ivitie
s ar
e co
nsi
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 C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
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
4.9
Exp
lain
how
to c
onfirm
alter
atio
ns
to t
he
work
s pro
gra
mm
e w
hic
h
will
mee
t ch
anged
circu
mst
ance
s or
offer
cost
and t
ime
ben
efits
4.1
0
Exp
lain
how
to c
alcu
late
the
savi
ngs
accu
rate
ly fro
m a
lter
nat
ions
to
the
work
s pro
gra
mm
es
4.1
1
Eva
luat
e how
to
just
ify
the
savi
ngs
from
alter
atio
ns
to t
he
work
s pro
gra
mm
es t
o d
ecis
ion m
aker
s
4.1
2
Propose
how
to
dev
elop a
sys
tem
for
monitoring a
nd r
ecor
din
g t
he
work
s pro
gra
mm
e
4.1
3
Exp
lain
how
to im
ple
men
t a
syst
em f
or
monitoring a
nd r
ecord
ing t
he
work
s pro
gra
mm
e an
d u
se t
he
resu
lts
to im
pro
ve f
utu
re p
roduct
ion
and p
lannin
g
4.1
4
Exp
lain
how
to u
se t
he
resu
lts
from
the
syst
em f
or
monitoring a
nd
reco
rdin
g t
he
work
s pro
gra
mm
e to
im
pro
ve f
utu
re p
roduct
ion a
nd
pla
nnin
g
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
185
Unit 15: Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management
Unit reference number: D/505/8314
QCF Level: 6
Credit value: 13
Guided learning hours: 20
Unit summary
This unit is about analysing design information and operational plans. It is also about evaluating supplier performance and providing resources to help them meet supply project requirements.
You will need to analyse design information, operational plans, user feedback and quantities, and then confirm supply requirements.
You will also need to identify the opportunities for economising on usage, cost and the environmental impact of supplies. You will then confirm and monitor purchase plans to ensure that supply requirements and changing circumstances are met.
You will need to evaluate supplier performance, and identify, record and pass on information to suppliers regarding any issues in respect of supply requirements. You will also identify, discuss and agree changes with suppliers which will improve performance, advise suppliers and provide resources to help them meet supply and project requirements.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
186
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Users:
● principal contractors
● sub/works/trade contractors
● direct labour organisations
● clients.
2. Supplies:
● raw materials
● manufactured materials
● components
● systems
● prefabricated components
● people
● construction plant and equipment.
3. Supply requirements:
● price
● quantity
● availability and lead time
● delivery
● life expectancy
● maintenance and servicing
● storage and handling
● health and safety issues
● environmental issues (including sustainability)
● transportation
● deterioration and damage
● loss and theft
● after-sales service
● payment terms
● cash flow.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
187
4. Circumstances:
● over and under supply
● changes to project programme
● non-availability
● inadequately and inappropriately specified resources.
Learning outcomes 3 and 4
1. Suppliers of:
● raw materials
● manufactured materials
● components
● systems
● prefabricated requirements
● people
● construction plant and equipment.
2. Supply requirements:
● price
● quantity
● quality
● availability and lead time
● delivery
● life expectancy
● maintenance and servicing
● storage and handling
● environmental issues (including sustainability)
● health and safety competence
● transportation
● deterioration and damage
● loss and theft
● after sales-service
● payment terms
● cash flow.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
188
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Analyses of design and project information, operational plans, user feedback and quantities, confirmations of suppliers (1.1) [ALL].
2. Records of monitor of the purchasing plan to ensure that supply requirements are met and that changing circumstances are accommodated (1.3, 1.4) [1.3, 1.4].
Process evidence: not applicable.
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Record(s) of evaluation(s) of supplier performance which include identified issues with supply requirements and identified changes passed on to suppliers (3.1, 3.2, 3.3) [3.1, 3.2].
2. Record(s) of supplier development programmes, advice and resources provided (3.3, 3.4, 3.5) [3.1, 3.2].
Process evidence
1. Meeting(s) with suppliers (3.5) [3.1].
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
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
des
ign a
nd p
roje
ct info
rmat
ion,
oper
atio
nal
pla
ns,
use
r fe
edbac
k an
d q
uan
tities
and c
onfirm
what
mat
eria
ls s
upplie
s w
ill b
e re
quired
and c
alcu
late
sch
edule
s fo
r th
e del
iver
y of
supplie
s an
d lea
d
tim
es
1.2
D
evel
op a
n a
ccura
te p
urc
has
ing p
lan b
y an
alys
ing d
esig
n info
rmat
ion
and p
roje
cted
supply
req
uirem
ents
1.3
Id
entify
the
opport
unitie
s fo
r st
andar
dis
ing m
ater
ials
supplie
s to
ec
onom
ise
on u
sage,
cos
t an
d t
he
envi
ronm
enta
l im
pac
t of
supplie
s
1.4
D
evel
op a
nd intr
oduce
sys
tem
s fo
r m
onitoring a
nd e
valu
atin
g t
he
purc
has
ing p
lan w
hic
h w
ill iden
tify
sig
nific
ant
chan
ges
in s
upply
re
quirem
ents
1
Be
able
to a
nal
yse
and m
onitor
requirem
ents
for
supplie
s
1.5
Acc
om
modat
e ch
angin
g c
ircu
mst
ance
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
2.1
Exa
min
e how
to
anal
yse
des
ign a
nd p
roje
ct info
rmat
ion,
oper
atio
nal
pla
ns,
use
r fe
edbac
k an
d q
uan
tities
2.2
Exp
lain
how
to c
onfirm
what
mat
eria
ls s
upplie
s w
ill b
e re
quired
and
calc
ula
te s
ched
ule
s fo
r th
e del
iver
y of
supplie
s an
d lea
d t
imes
2.3
Pr
opose
how
to
dev
elop a
n a
ccura
te p
urc
has
ing p
lan b
y an
alys
ing
des
ign info
rmat
ion a
nd p
roje
cted
supply
req
uirem
ents
2.4
D
escr
ibe
what
to iden
tify
as
the
opport
unitie
s fo
r st
andar
dis
ing
mat
eria
ls s
upplie
s to
eco
nom
ise
on u
sage,
cos
t an
d t
he
envi
ronm
enta
l im
pac
t of
supplie
s
2.5
Pr
opose
how
to
dev
elop a
nd intr
oduce
sys
tem
s fo
r m
onitor
ing a
nd
eval
uat
ing t
he
purc
has
ing p
lan w
hic
h w
ill iden
tify
sig
nific
ant
chan
ges
in
supply
req
uirem
ents
2.6
Pr
opose
how
to
intr
oduce
sys
tem
s fo
r m
onitoring a
nd e
valu
atin
g t
he
purc
has
ing p
lan w
hic
h w
ill iden
tify
sig
nific
ant
chan
ges
in s
upply
re
quirem
ents
2
Under
stan
d h
ow
to
anal
yse
and
monitor
requirem
ents
for
supplie
s
2.7
Exp
lain
how
to a
ccom
modat
e ch
angin
g c
ircu
mst
ance
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
3.1
Eva
luat
e re
gula
rly
the
per
form
ance
of
supplie
rs a
gai
nst
the
supply
re
quirem
ents
3.2
Id
entify
any
issu
es w
ith s
upply
req
uirem
ents
, re
cord
them
, pas
s th
e in
form
atio
n o
n t
o t
he
supplie
r an
d d
iscu
ss it
with t
hem
3.3
Id
entify
chan
ges
whic
h w
ill im
pro
ve s
upplie
r per
form
ance
, dis
cuss
and
agre
e ch
anges
with t
he
supplie
r an
d inco
rpora
te a
gre
ed a
ctio
ns
in
supplie
r dev
elopm
ent
pro
gra
mm
es
3.4
Advi
se s
upplie
rs a
nd p
rovi
de
them
with r
esourc
es w
hic
h w
ill h
elp
them
to m
eet
supply
req
uirem
ents
, ove
rall
budget
ary
limits
and
pro
ject
req
uirem
ents
3
Be
able
to o
ptim
ise
supplie
r per
form
ance
3.5
Conduct
neg
otiat
ions
and m
eetings
with s
upplie
rs in a
man
ner
whic
h
mai
nta
ins
thei
r goodw
ill a
nd t
rust
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
Exp
lain
how
to e
valu
ate
regula
rly
the
per
form
ance
of su
pplie
rs
agai
nst
the
supply
req
uirem
ents
4.2
D
escr
ibe
what
to iden
tify
as
any
issu
es w
ith s
upply
req
uirem
ents
4.3
Exp
lain
how
to r
ecord
any
issu
es w
ith s
upply
req
uirem
ents
and p
ass
the
info
rmat
ion o
n t
o t
he
supplie
r
4.4
Exp
lain
how
to d
iscu
ss a
ny
issu
es w
ith s
upply
req
uirem
ents
with t
he
supplie
r
4.5
D
escr
ibe
what
to iden
tify
as
chan
ges
whic
h w
ill im
pro
ve s
upplie
r per
form
ance
4.6
Exp
lain
how
to d
iscu
ss c
han
ges
with t
he
supplie
r
4.7
Eva
luat
e how
to
agre
e ch
anges
with t
he
supplie
r
4.8
Exp
lain
how
to inco
rpora
te a
gre
ed a
ctio
ns
in s
upplie
r dev
elopm
ent
pro
gra
mm
e
4.9
Pr
opose
how
to
advi
se s
upplie
rs a
bout
supply
req
uirem
ents
, ove
rall
budget
ary
limits
and p
roje
ct r
equirem
ents
4.1
0
Exp
lain
how
to p
rovi
de
supplie
rs w
ith r
esourc
es w
hic
h w
ill h
elp t
hem
to
mee
t su
pply
req
uirem
ents
, ove
rall
budget
ary
limits
and p
roje
ct
requirem
ents
4
Under
stan
d h
ow
to
optim
ise
supplie
r per
form
ance
4.1
1
Exp
lain
how
to c
onduct
neg
otiat
ions
and m
eetings
with s
upplie
rs in a
m
anner
whic
h m
ainta
ins
thei
r goodw
ill a
nd t
rust
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
3
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:______________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
194
Unit 16: Control Contract Work in Construction Contracting Operations Management
Unit reference number: A/505/8336
QCF Level: 6
Credit value: 13
Guided learning hours: 30
Unit summary
This unit is about controlling work activities, ensuring that they comply with quality standards and legal and statutory requirements.
You will need to research quality standards, implement systems and check for conformity, implementing corrective action where there is non-conformity.
You will need to identify legal and statutory requirements, implement systems and identify non-compliance, implementing corrective action where there is non-compliance.
Unit assessment requirements/evidence requirements
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Quality standards:
● statutory requirements
● project specifications
● British Standards
● International Standards
● codes of practice
● organisation standards
● trade advisory guidance and best practice
● set out information.
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2. People responsible:
● the client
● contractors
● consultants
● sub-contractors
● suppliers
● workforce.
3. Systems:
● visual inspection
● comparison with design requirements
● comparison with standard documentation
● check manufacturers documentation
● check delivery notes
● sampling and mock-ups
● testing
● site inspection reports
● contractors reports
● site meetings
● dimension checks.
4. Work:
● materials and components and their use
● methods of construction
● dimensional control.
Learning outcomes 3 and 4
1. Legal and statutory requirements and responsibilities for:
● Building Control
● environmental health
● health, safety and welfare
● environment
● fire
● utilities regulations
● highways
● heritage
● development licences and building permits
● employment practice
● byelaws
● non-statutory guidelines.
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2. Monitor systems:
● visual inspection
● comparison with design requirements
● comparison with standard documentation
● check manufacturers documentation
● check delivery notes
● sampling
● testing
● site inspection reports
● contractors’ reports
● site meetings.
3. Corrective action:
● instigate contingency action and restore compliance
● agree waiver.
4. People who have an interest:
● the client
● contractors
● consultants
● sub-contractors
● suppliers
● workforce.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.
1. Record(s) of researched quality standards and specified responsibilities (1.1, 1.2) [1.1, 1.2].
2. Record(s) of systems for inspection and control which include checks, work failing requirements and corrective action (1.3, 1.4, 1.5) [1.1, 1.3, 1.4].
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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3. Record(s) of information referred to others which include(s) correcting unacceptable quality standards, notifications to decision makers variations in quality standards, programme and safety implications, specifications which conflict with statutory and legal requirements, recommended improvements from feedback, amendments to contract quality requirements and specifications (1.6, 1.7, 1.8, 1.9, 1.10) [1.1].
4. Specifications which conflict with statutory and legal requirements (1.8) [1.1].
Process evidence
1. Records of work that fails to meet the requirements (1.5) [1.1].
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.
1. Record(s) of implemented monitor systems which include legal and statutory requirements identified from collected information, noncomplying situations, investigations and corrective action, identified and referred new legal and statutory requirements (3.1, 3.3, 3.4, 3.5) [ALL].
2. Record(s) of briefing(s) provided to the workforce (3.2) [3.1].
3. Record(s) of statutory returns which have been completed (3.6) [3.1].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
8
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
Res
earc
h q
ual
ity
stan
dar
ds
and g
uid
ance
fro
m a
vaila
ble
info
rmat
ion
and p
ass
them
to p
eople
res
ponsi
ble
for
thei
r im
ple
men
tation b
efore
th
ey s
tart
work
1.2
Spec
ify
the
resp
onsi
bili
ties
whic
h indiv
idual
s hav
e fo
r m
ainta
inin
g
qual
ity
stan
dar
ds
and g
uid
ance
1.3
Set
up s
yste
ms
for
insp
ecting a
nd c
ontr
olli
ng t
he
qual
ity
of
work
and
reco
rd t
he
outc
om
es
1.4
Chec
k, r
egula
rly,
that
work
confo
rms
to t
he
des
ign r
equirem
ents
and
the
spec
ifie
d q
ual
ity
stan
dar
ds
and g
uid
ance
1.5
Id
entify
work
whic
h fai
ls t
o m
eet
the
requirem
ents
and s
pec
ifie
d
qual
ity
stan
dar
ds
and g
uid
ance
and im
ple
men
t co
rrec
tive
act
ion
1.6
In
form
dec
isio
n m
aker
s re
gula
rly
about
signific
ant
variat
ions
in q
ual
ity
stan
dar
ds
and g
uid
ance
pro
gra
mm
e an
d s
afet
y im
plic
atio
ns,
and
sugges
t ap
pro
priat
e ac
tions
whic
h t
hey
nee
d t
o ta
ke
1.7
Id
entify
spec
ific
atio
ns
whic
h c
onflic
t w
ith s
tatu
tory
and c
ontr
actu
al
requirem
ents
and r
efer
them
to d
ecis
ion m
aker
s fo
r m
odific
atio
n
1.8
Id
entify
im
pro
vem
ents
fro
m f
eedbac
k re
ceiv
ed a
nd r
ecom
men
d t
hem
to
dec
isio
n m
aker
s
1
Be
able
to c
ontr
ol
contr
acts
agai
nst
ag
reed
qual
ity
stan
dar
ds
and
guid
ance
1.9
Agre
e am
endm
ents
to t
he
contr
act
qual
ity
requirem
ents
and
spec
ific
atio
ns
and r
ecord
them
acc
ura
tely
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Exa
min
e how
to
rese
arch
qual
ity
stan
dar
ds
and g
uid
ance
fro
m
avai
lable
info
rmat
ion
2.2
Exp
lain
how
to p
ass
qual
ity
stan
dar
ds
and g
uid
ance
to p
eople
re
sponsi
ble
for
thei
r im
ple
men
tation b
efore
they
sta
rt w
ork
2.3
Eva
luat
e how
to
spec
ify
the
resp
onsi
bili
ties
whic
h indiv
idual
s hav
e fo
r m
ainta
inin
g q
ual
ity
stan
dar
ds
and g
uid
ance
2.4
Pr
opose
how
to
set
up s
yste
ms
for
insp
ecting a
nd c
ontr
olli
ng t
he
qual
ity
of w
ork
2.5
Exp
lain
how
to r
ecord
the
outc
om
es o
f se
ttin
g u
p s
yste
ms
for
insp
ecting a
nd c
ontr
olli
ng t
he
qual
ity
of w
ork
2.6
Exp
lain
how
to c
hec
k, r
egula
rly,
that
work
confo
rms
to t
he
des
ign
requirem
ents
and t
he
spec
ifie
d q
ual
ity
stan
dar
ds
and g
uid
ance
2.7
D
escr
ibe
what
to iden
tify
as
work
whic
h f
ails
to m
eet
the
requirem
ents
and s
pec
ifie
d q
ual
ity
stan
dar
ds
and g
uid
ance
2.8
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
and g
uid
ance
2.9
Exp
lain
how
to info
rm d
ecis
ion m
aker
s re
gula
rly
about
signific
ant
variat
ions
in q
ual
ity
stan
dar
ds
and g
uid
ance
2.1
0
Des
crib
e w
hat
to iden
tify
as
spec
ific
atio
ns
whic
h c
onflic
t w
ith s
tatu
tory
an
d c
ontr
actu
al r
equirem
ents
2.1
1
Exp
lain
how
to r
efer
spec
ific
atio
ns
whic
h c
onflic
t w
ith s
tatu
tory
and
contr
actu
al r
equirem
ents
to d
ecis
ion m
aker
s fo
r m
odific
atio
n
2
Under
stan
d h
ow
to
contr
ol co
ntr
acts
ag
ainst
agre
ed
qual
ity
stan
dar
ds
and g
uid
ance
2.1
2
Des
crib
e w
hat
to iden
tify
as
impro
vem
ents
fro
m f
eedbac
k re
ceiv
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
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
2.1
3
Propose
how
to
reco
mm
end im
pro
vem
ents
fro
m f
eedbac
k re
ceiv
ed t
o
dec
isio
n m
aker
s
2.1
4
Eva
luat
e how
to
agre
e am
endm
ents
to t
he
contr
act
qual
ity
requirem
ents
and s
pec
ific
atio
ns
2.1
5
Exp
lain
how
to r
ecord
the
agre
ed a
men
dm
ents
to t
he
contr
act
qual
ity
requirem
ents
and s
pec
ific
atio
ns
3.1
Id
entify
sta
tuto
ry a
nd c
ontr
actu
al r
equirem
ents
fro
m a
vaila
ble
in
form
atio
n a
nd c
larify
them
wher
e th
ere
is u
nce
rtai
nty
3.2
Brief
peo
ple
about
thei
r st
atuto
ry a
nd c
ontr
actu
al r
equirem
ents
bef
ore
th
ey s
tart
work
on t
he
contr
act
3.3
D
evel
op a
nd im
ple
men
t m
onitoring s
yste
ms,
colle
ct info
rmat
ion
regula
rly
and s
um
mar
ise
it a
ccura
tely
3.4
Id
entify
situat
ions
whic
h d
o n
ot
com
ply
with s
tatu
tory
and c
ontr
actu
al
requirem
ents
, in
vest
igat
e th
e ci
rcum
stan
ces
thoro
ughly
and t
ake
appro
priat
e co
rrec
tive
act
ion
3
Be
able
to m
ainta
in
contr
act
com
plia
nce
with
stat
uto
ry a
nd
contr
actu
al
requirem
ents
3.5
Id
entify
any
new
sta
tuto
ry a
nd c
ontr
actu
al r
equirem
ents
whic
h m
ay
hav
e an
im
pac
t on t
he
pro
ject
, su
mm
aris
e th
e im
port
ant
det
ails
and
pas
s th
is o
n t
o p
eople
who h
ave
an inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
D
escr
ibe
what
to iden
tify
as
stat
uto
ry a
nd c
ontr
actu
al r
equirem
ents
fr
om
ava
ilable
info
rmat
ion
4.2
Exp
lain
how
to c
larify
sta
tuto
ry a
nd c
ontr
actu
al r
equirem
ents
fro
m
avai
lable
info
rmat
ion w
her
e th
ere
is u
nce
rtai
nty
4.3
Exp
lain
how
to b
rief
peo
ple
about
thei
r st
atuto
ry a
nd c
ontr
actu
al
requirem
ents
bef
ore
they
sta
rt w
ork
on t
he
contr
act
4.4
Pr
opose
how
to
dev
elop m
onitoring s
yste
ms
4.5
Exp
lain
how
to im
ple
men
t m
onitoring s
yste
ms,
colle
ct info
rmat
ion
regula
rly
and s
um
mar
ise
it a
ccura
tely
4.6
D
escr
ibe
what
to iden
tify
as
situ
atio
ns
whic
h d
o n
ot
com
ply
with
stat
uto
ry a
nd c
ontr
actu
al r
equirem
ents
4.7
Exa
min
e how
to
inve
stig
ate
the
circ
um
stan
ces
thoro
ughly
and t
ake
appro
priat
e co
rrec
tive
act
ion
4.8
Exp
lain
how
to t
ake
appro
priat
e co
rrec
tive
act
ion w
her
e si
tuat
ions
do
not
com
ply
with s
tatu
tory
and c
ontr
actu
al r
equirem
ents
4.9
D
escr
ibe
what
to iden
tify
as
any
new
sta
tuto
ry a
nd c
ontr
actu
al
requirem
ents
whic
h m
ay h
ave
an im
pac
t on t
he
pro
ject
4
Under
stan
d h
ow
to
mai
nta
in c
ontr
act
com
plia
nce
with
stat
uto
ry a
nd
contr
actu
al
requirem
ents
4.1
0
Exp
lain
how
to s
um
mar
ise
the
impor
tant
det
ails
and p
ass
this
on t
o
peo
ple
who h
ave
an inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
2
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
203
Unit 17: Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management
Unit reference number: F/505/8354
QCF Level: 6
Credit value: 13
Guided learning hours: 30
Unit summary
This unit is about developing systems to monitor and record progress, and briefing decision makers about progress. It is also about managing and implementing contract cost control systems and implementing corrective action.
You will need to develop systems to monitor and record progress, and review resources to accommodate changing circumstances in order to optimise resources. You will also need to confirm and investigate any deviations to implement corrective action and recommend options that assist the contract progress. You will also brief decision makers about progress, resources and action that needs taking. You will then identify improvements and recommend them to decision makers.
You will need to manage and implement contract cost control systems, review and summarise cost data, identify variations and trends, and identify and quantify opportunities for cost savings. You will then investigate variations, and agree and implement corrective action.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Systems to monitor and record:
● visual inspection
● resource records
● site inspection reports
● contractors’ reports
● certified payments
● written and graphical records of actual work against programmed work
● site meetings
● key performance indicators.
2. Programmes:
● bar charts
● network analysis
● critical path
● action lists
● resource
● design factors
● industrial disputes
● construction errors
● inclement weather
● physical (site) constraints
● legal.
● method statements
● project expenditure forecasts.
3. Resources:
● people
● plant and equipment
● materials and components
● finance
● time
● specialist services
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
205
● utility services
● information.
4. Changing circumstances:
● over and under supply
● changes to project programme
● non-availability
● inadequately and inappropriately specified resources.
5. Deviations:
● resource
● design factors
● industrial disputes
● construction errors
● inclement weather
● physical (site) constraints
● legal.
6. Corrective action:
● restore progress to accord with the agreed programme
● agree new completion dates
● initiate contract claim
● securing additional resources
● altering planned work.
7. Decision makers:
● the client
● contractors
● consultants
● suppliers
● internal management.
Learning outcomes 3 and 4
1. Contract cost monitor systems:
● contractual procedures and meetings
● organisational procedures and meetings.
2. Cost data:
● materials and quantities
● plant
● people
● sub-contractors
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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● dayworks
● periodic valuations
● retention sums
● forecasts of expenditure
● performance information
● contract programme and progress.
3. Opportunities for cost saving:
● waste reduction
● resource management and logistics
● applications of new technology
● energy management
● recyclable materials
● alternative sources and types of materials
● plant and labour which meet project requirements
● variations in quality.
4. Corrective action:
● regulating expenditure to conform with budgets
● agree additional costs
● making a contract claim.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Progress monitor and record system(s) including record(s) (1.1) [1.1, 1.2].
2. Record(s) of resources reviewed which accommodate changes (1.2) [1.3, 1.4].
3. Record(s) of briefings and recommendations passed to decision makers which include options likely to optimise cost and time, changes, resource needs, suggested decisions and improvements from feedback (1.3, 1.4, 1.5, 1.6) [1.3, 1.4, 1.5, 1.6, 1.7].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.
1. Reviews and summaries of contract cost monitor system(s) which include records of cost data (3.1, 3.2) [3.1, 3.2].
2. Record(s) of corrective action which include identified and investigated variations and trends in cost data (3.3, 3.4) [3.2, 3.4].
Process evidence: not applicable.
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
8
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 r
esourc
e an
d c
ost
contr
ol s
yste
ms
to m
onitor
and r
ecord
the
pro
gre
ss o
f th
e co
ntr
act
agai
nst
the
agre
ed p
rogra
mm
e
1.2
Rev
iew
and o
ptim
ise
reso
urc
es t
o a
ccom
modat
e ch
angin
g
circ
um
stan
ces
1.3
Confirm
and inve
stig
ate
the
circ
um
stan
ces
of a
ny
dev
iations
thoro
ughly
and a
gre
e an
d im
ple
men
t ap
pro
priat
e co
rrec
tive
act
ion
1.4
Brief
dec
isio
n m
aker
s ab
out
pro
gre
ss,
chan
ges
to t
he
oper
atio
nal
pro
gra
mm
e, r
esourc
e nee
ds
and s
ugges
t ac
tion t
hat
nee
d t
o b
e ta
ken
1
Be
able
to o
ptim
ise
contr
act
pro
gre
ss
1.5
Id
entify
im
pro
vem
ents
fro
m f
eedbac
k re
ceiv
ed a
nd r
ecom
men
d t
hem
to
dec
isio
n m
aker
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
2.1
Pr
opose
how
to
dev
elop r
esourc
e an
d c
ost
con
trol sy
stem
s to
monitor
and r
ecord
the
pro
gre
ss o
f th
e co
ntr
act
agai
nst
the
agre
ed
pro
gra
mm
e
2.2
Exa
min
e how
to
revi
ew a
nd o
ptim
ise
reso
urc
es t
o a
ccom
modat
e ch
angin
g c
ircu
mst
ance
s
2.3
Exp
lain
how
to c
onfirm
the
circ
um
stan
ces
of an
y dev
iations
2.4
Exa
min
e how
to
inve
stig
ate
the
circ
um
stan
ces
of
any
dev
iations
2.5
Eva
luat
e how
to
agre
e co
rrec
tive
act
ion in t
he
circ
um
stan
ces
of
any
dev
iations
2.6
Exp
lain
how
to im
ple
men
t co
rrec
tive
act
ion in t
he
circ
um
stan
ces
of
any
dev
iations
2.7
Exp
lain
how
to b
rief
dec
isio
n m
aker
s ab
out
pro
gre
ss,
chan
ges
to t
he
oper
atio
nal
pro
gra
mm
e an
d r
esou
rce
nee
ds
2.8
Pr
opose
how
to
sugges
t th
e dec
isio
ns
and a
ctio
ns
that
nee
d t
o b
e ta
ken
2.9
D
escr
ibe
what
to iden
tify
as
impro
vem
ents
fro
m f
eedbac
k re
ceiv
ed
2
Under
stan
d h
ow
to
optim
ise
contr
act
pro
gre
ss
2.1
0
Propose
how
to
reco
mm
end im
pro
vem
ent
to d
ecis
ion m
aker
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
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
M
anag
e an
d im
ple
men
t ap
pro
priat
e re
sourc
e an
d c
ost
con
trol sy
stem
s w
hic
h a
re a
ble
to p
rovi
de
early
war
nin
g o
f pro
ble
ms
3.2
Rev
iew
and s
um
mar
ise
accu
rate
res
ourc
e an
d c
ost
dat
a an
d p
rese
nt
it
in a
form
at w
hic
h w
ill h
elp p
eople
to m
ake
dec
isio
ns
3.3
Id
entify
var
iations
and t
rends
in r
esourc
e an
d c
ost
dat
a an
d iden
tify
an
d q
uan
tify
com
mer
cial
oppor
tunitie
s fo
r co
st s
avin
gs
3
Be
able
to c
ontr
ol
contr
act
cost
s
3.4
In
vest
igat
e an
y va
riat
ions
and a
gre
e an
d im
ple
men
t ap
pro
priat
e co
rrec
tive
act
ion
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(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
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Eva
luat
e how
to
man
age
appro
priat
e re
sourc
e an
d c
ost
con
trol
syst
ems
whic
h a
re a
ble
to p
rovi
de
early
war
nin
g o
f pro
ble
ms
4.2
Exp
lain
how
to im
ple
men
t ap
pro
priat
e re
sourc
e an
d c
ost
contr
ol
syst
ems
whic
h a
re a
ble
to p
rovi
de
early
war
nin
g o
f pro
ble
ms
4.3
Exa
min
e how
to
revi
ew a
ccura
te r
esourc
e an
d c
ost
dat
a in
a f
orm
at
whic
h w
ill h
elp p
eople
to m
ake
dec
isio
n
4.4
Exp
lain
how
to s
um
mar
ise
and p
rese
nt
accu
rate
res
ourc
e an
d c
ost
dat
a in
a form
at w
hic
h w
ill h
elp p
eople
to m
ake
dec
isio
n
4.5
Eva
luat
e pre
sent
reso
urc
e an
d c
ost
dat
a in
a form
at w
hic
h w
ill h
elp
peo
ple
to m
ake
dec
isio
ns
4.6
D
escr
ibe
how
to
iden
tify
var
iations
and t
rends
in r
esourc
e an
d c
ost
dat
a
4.7
D
escr
ibe
what
to iden
tify
oppor
tunitie
s fo
r co
st s
avin
gs
4.8
Exa
min
e how
to
quan
tify
oppor
tunitie
s fo
r co
st s
avin
gs
4.9
Exa
min
e how
to
inve
stig
ate
any
variat
ions
4.1
0
Eva
luat
e how
to
agre
e ap
pro
priat
e co
rrec
tive
act
ion
4
Under
stan
d h
ow
to
contr
ol co
ntr
act
cost
s
4.1
1
Exp
lain
how
to im
ple
men
t ap
pro
priat
e co
rrec
tive
act
ion
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:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
212
Unit 18: Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management
Unit reference number: D/505/8359
QCF Level: 6
Credit value: 14
Guided learning hours: 40
Unit summary
This unit is about valuing work in progress, preparing and submitting accounts, assessing the basis of claims and progressing valid claims. You will need to value work in progress, price and reference quantities used in valuations and accounts, value variations and agree non-standard rates.
You will also need to identify the liability for the cost of re-work and additional work. You will need to prepare and submit valuations, accounts and clarify any areas of disagreement. You must also record documents, back-up information and calculations for audit and reference.
You will need to assess the basis of claims for the recovery of loss and expense against the contract seek expert opinion where appropriate and progress valid claims. You will also calculate claims, analyse opposing grounds for the claims, and negotiate and agree amendments with the people involved. You will then record documents and back-up information for audit and reference purposes.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
213
Unit assessment requirements/evidence requirements
Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.
The following ranges apply to the assessment criteria given in this unit.
Learning outcomes 1 and 2
1. Valuing work in progress:
● verified information sources
● contract valuations
● variations
● adjustments and allowances made
● negotiation
● valuation
● cash flow.
2. Contract – type:
● main contract
● sub/works/trade contractors
● suppliers contract
● consultant agreement.
3. Valuations and accounts:
● interim payment
● final accounts.
4. Variations:
● costs
● quantity
● quality
● progress.
Learning outcomes 3 and 4
1. Claims – resulting from:
● measurement
● valuation of variations
● liability for costs
● loss and expense arising from breaches of contract
● extensions of time
● damages arising from extra-contractual consideration.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
214
2. Contract – type:
● main contractors
● sub/works/trade contractors
● suppliers contract
● consultant agreement.
3. Expert opinion:
● legal
● technical.
4. Information sources:
● contract provisions
● contract claims for payment
● dimensions and approximations from latest revisions of contract drawings
● records of executed work
● inspections of work in progress
● daywork
● agreed contract quantities
● agreed contract rates of payment
● agreed methods of calculation
● records of meetings.
5. Analyse:
● claimants’ analysis
● respondents’ analysis.
Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.
Performance evidence
There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.
Learning outcome 1
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Valuation(s), and account(s), which include the value of work in progress, values of variations, liability for the cost of re-work and additional work and estimates (1.1, 1.2, 1.3, 1.4) [ALL].
2. Back-up information and calculations (1.5, 1.6) [1.1].
Process evidence: not applicable.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
215
Learning outcome 3
Product evidence
The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.
1. Record(s) of progressed and valid claims (3.1) [3.1, 3.2, 3.3].
2. Record(s) of negotiations which include, calculations, analyses of opposing grounds for claims, agreed amendments (3.2, 3.3, 3.4, 3.5) [3.1, 3.2, 3.4, 3.5].
3. Records of documents, back up information, calculations (3.2, 3.6) [3.1, 3.4].
Process evidence
1. Presentation(s) to and negotiations with people involved in the contract (3.3, 3.4, 3.5) [3.1, 3.2, 3.4].
This unit must be assessed in a work environment, in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
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
1.1
Val
ue
work
in p
rogre
ss,
and a
gre
e th
e ca
lcula
tions
with v
aluer
s w
ho
are
acting f
or
the
peo
ple
invo
lved
in t
he
contr
act
1.2
Pr
ice
and r
efer
ence
the
quan
tities
use
d in v
aluat
ions
and a
ccounts
so
that
they
mee
t co
ntr
act
pro
visi
ons
1.3
Val
ue
variat
ions
and ite
ms
whic
h d
o n
ot
hav
e an
agre
ed c
ontr
act
rate
by
agre
eing just
ifia
ble
non-s
tandar
d r
ates
1.4
Id
entify
the
liabili
ty f
or
the
cost
of re
-work
and a
dditio
nal
work
, ag
ree
the
liabili
ty w
ith t
he
peo
ple
invo
lved
in t
he
contr
act
and r
ecord
the
estim
ates
to m
eet
adm
inis
trat
ive
and c
ontr
actu
al r
equirem
ents
1.5
Pr
epar
e an
d s
ubm
it a
ccura
te v
aluat
ions
and a
ccounts
whic
h c
onta
in
rele
vant
bac
kgro
und info
rmat
ion a
nd c
larify
and just
ify
area
s of
pote
ntial
dis
agre
emen
t
1
Be
able
to p
repar
e an
d a
gre
e in
terim
va
luat
ions
and fin
al
acco
unts
1.6
Rec
ord
docu
men
ts,
bac
k-up info
rmat
ion a
nd c
alcu
lations
accu
rate
ly,
refe
rence
them
cle
arly
and s
tore
them
so t
hat
they
can
be
easi
ly
refe
rred
to f
or
audit a
nd r
efer
ence
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
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
Exa
min
e how
to
valu
e w
ork
in p
rogre
ss
2.2
Eva
luat
e how
to
agre
e th
e ca
lcula
tions
with v
aluer
s w
ho a
re a
ctin
g f
or
the
peo
ple
invo
lved
in t
he
contr
act
2.3
Exa
min
e how
to
price
the
quan
tities
use
d in v
aluat
ions
and a
ccounts
so
that
they
mee
t co
ntr
act
pro
visi
ons
2.4
Exp
lain
how
to r
efer
ence
the
quan
tities
use
d in v
aluat
ions
and a
ccou
nts
so
that
they
mee
t co
ntr
act
pro
visi
ons
2.5
Exa
min
e how
to
valu
e va
riat
ions
and ite
ms
whic
h d
o n
ot
hav
e an
ag
reed
contr
act
rate
by
agre
eing just
ifia
ble
non-s
tandar
d r
ates
2.6
D
escr
ibe
what
to iden
tify
as
the
liabili
ty f
or
the
cost
of re
-work
and
additio
nal
work
2.7
Eva
luat
e how
to
agre
e th
e lia
bili
ty w
ith t
he
peo
ple
invo
lved
in t
he
contr
act
2.8
Exp
lain
how
to r
ecord
the
estim
ates
to m
eet
adm
inis
trat
ive
and
contr
actu
al r
equirem
ents
2.9
Exp
lain
how
to p
repar
e an
d s
ubm
it a
ccura
te v
aluat
ions
and a
ccounts
w
hic
h c
onta
in r
elev
ant
bac
kgro
und info
rmat
ion
2.1
0
Exp
lain
how
to c
larify
are
as o
f pote
ntial
dis
agre
emen
t
2.1
1
Eva
luat
e how
to
just
ify
area
s of
pote
ntial
dis
agre
emen
t
2
Under
stan
d h
ow
to
pre
par
e an
d a
gre
e in
terim
val
uat
ions
and f
inal
acc
ounts
2.1
2
Exp
lain
how
to r
ecord
docu
men
ts,
bac
k-up info
rmat
ion a
nd c
alcu
lations
accu
rate
ly,
refe
rence
them
cle
arly
and s
tore
them
so t
hat
they
can
be
easi
ly r
efer
red t
o f
or
audit a
nd r
efer
ence
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
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
Ass
ess
the
bas
is o
f en
titlem
ent
and c
rite
ria
for
reco
very
agai
nst
the
contr
act
and r
elev
ant
exper
t opin
ion,
and p
rogre
ss v
alid
entitlem
ent
whic
h c
an b
e su
bst
antiat
ed
3.2
Cal
cula
te e
ntitlem
ent
accu
rate
ly f
rom
rel
evan
t an
d v
erifie
d info
rmat
ion
sourc
es
3.3
Anal
yse
the
opposi
ng g
rounds
for
the
entitlem
ent,
str
uct
ure
the
entitlem
ent
clea
rly
and p
rese
nt
them
3.4
N
egotiat
e an
d a
gre
e am
endm
ents
to
the
entitlem
ent
with t
he
par
ties
in
volv
ed in t
he
contr
act
3.5
Conduct
neg
otiat
ions
with t
he
par
ties
invo
lved
in t
he
contr
act
in a
m
anner
whic
h m
ainta
ins
thei
r goodw
ill a
nd t
rust
3
Be
able
to p
repar
e an
d a
gre
e co
mpen
sation
even
ts a
nd
entitlem
ent
for
reim
burs
emen
t fo
r lo
ss a
nd e
xpen
se
3.6
Rec
ord
docu
men
ts,
bac
k-up info
rmat
ion a
nd c
alcu
lations
accu
rate
ly,
refe
rence
them
cle
arly
and s
tore
them
so t
hat
they
can
be
easi
ly
refe
rred
to f
or
audit a
nd r
efer
ence
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion C
ontr
acting O
per
atio
ns
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
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
Exa
min
e how
to
asse
ss t
he
bas
is o
f en
titlem
ent
and c
rite
ria
for
reco
very
agai
nst
the
contr
act
and r
elev
ant
exper
t opin
ion
4.2
Exp
lain
how
to p
rogre
ss v
alid
entitlem
ent
whic
h c
an b
e su
bst
antiat
ed
4.3
Exp
lain
how
to c
alcu
late
entitlem
ent
accu
rate
ly fro
m r
elev
ant
and
verified
info
rmat
ion s
ourc
es
4.4
Exa
min
e how
to
anal
yse
the
opposi
ng g
rounds
for
the
entitlem
ent
4.5
Exp
lain
how
to s
truct
ure
the
entitlem
ent
clea
rly
4.6
Exp
lain
how
to p
rese
nt
the
entitlem
ent
4.7
Pr
opose
how
to
neg
otiat
e am
endm
ents
to
the
entitlem
ent
with t
he
par
ties
invo
lved
in t
he
contr
act
4.8
Eva
luat
e how
to
agre
e am
endm
ents
to t
he
entitlem
ent
with t
he
par
ties
in
volv
ed in t
he
contr
act
4.9
Exp
lain
how
to c
onduct
neg
otiat
ions
with t
he
par
ties
invo
lved
in t
he
contr
act
in a
man
ner
whic
h m
ainta
ins
thei
r goo
dw
ill a
nd t
rust
4
Under
stan
d h
ow
to
pre
par
e an
d a
gre
e co
mpen
sation
even
ts a
nd
entitlem
ent
for
reim
burs
emen
t fo
r lo
ss a
nd e
xpen
se
4.1
0
Exp
lain
how
to r
ecord
docu
men
ts,
bac
k-up info
rmat
ion a
nd c
alcu
lations
accu
rate
ly,
refe
rence
them
cle
arly
and s
tore
them
so t
hat
they
can
be
easi
ly r
efer
red t
o f
or
audit a
nd r
efer
ence
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:_____________________________
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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 annexes relevant to specific NVQ or SVQ qualifications and units; these sub appendices contain additional information for awarding organisations where National Working Groups or Awarding Body Fora have identified the need for specific clarification. Clarification may be about the terminology of the content of the unit (ref. section 2.1), or specific occupational expertise requirements for assessors and verifiers (ref. section 4).
Awarding organisations must make this Strategy and the relevant annexes available to assessors, verifiers and candidates.
Principles
1. External quality control of assessment
1.1 Awarding organisations must use risk management for external quality control of assessment. They must evaluate all external verification reports and other data relating to assessment centres. Awarding organisations must address any risks relating to quality control, considering the sector assessment strategy requirements for:
● workplace evidence
● the use of simulation
● the occupational competence of assessors and verifiers..
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1.2 The monitoring and standardisation of assessment decisions must be achieved by robust and strong internal and external verification systems that meet the requirements of the qualification regulators’ documentation.
1.3 Awarding organisations must be members of the sector’s Built Environment Awarding Body Forum, of which the qualification regulators are members. Members will be expected to provide feedback on National Occupational Standards (NOS), NVQ or SVQ units and qualifications, including aspects informing incremental change.
1.4 The Forum will, in respect of this strategy:
● build on the good relationships with awarding organisations
● provide opportunities to identify and address particular issues of external quality control
● contribute to improving quality and consistency
● support awarding organisations to monitor assessment centres’ performance to identify areas and levels of risk
● provide information and statistics about take-up and completion, as well as trends and developments that can be used by ConstructionSkills and awarding organisations to identify any problem areas and agree remedial action
● discuss matters concerning quality assurance, as well as providing the opportunity to identify issues arising from implementation of NOS and related vocational qualifications
● inform the continuous improvement of NOS, and awards derived from them
● identify and share best practices to build a whole industry approach to pursue excellence in education and work-based learning and assessment process to achieve competence.
1.5 Awarding organisations and their partners, assessment centres, verifiers and assessors must maintain robust and transparent operational arrangements. They must preserve independence in assessment, certification and quality assurance processes. Awarding organisations must ensure clear separation of their NVQ/SVQ assessment responsibilities from their industry, training, membership, certification, accreditation and commercial interests and resolve any conflicts of interest.
1.6 Where e-assessment is used, it must meet the requirements of the qualification regulators’ documentation.
2 Aspects to be assessed through performance in the workplace
2.1 Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This includes naturally occurring documentary evidence (hard copy and electronic), direct observation of activities and witness testimony as relevant. ConstructionSkills’ National Working Groups will specify any exceptions to this position (see section 3).
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2.2 Workplace evidence must be supported by the required evidence of knowledge and understanding. This evidence may be identified by:
● questioning the candidate
● recognised industry education and training programme assessment or professional interview assessment that has been matched to NOS requirements
● performance evidence.
2.3 A holistic approach towards the collection of evidence should be encouraged. The focus should be on assessing activities generated by the whole work experience rather than focusing on specific tasks. This would show how evidence requirements could be met across the qualification to make the most efficient use of evidence. Annex A suggests standard evidence notes for awarding organisations.
3 How simulated working conditions may be used to assess competence
3.1 Simulations (designed situations for producing artificially generated evidence) may only be used where candidates are prevented from gathering direct evidence from the workplace in the normal way because:
● there are hazards
● it is difficult to distinguish individual performance in team situations
● circumstances occur infrequently or long-term results are involved
● confidentiality is important
● there are organisational constraints.
3.2 Any instances where simulation is considered to be acceptable as an alternative (to direct workplace evidence) means of generating evidence, will be determined by the relevant ConstructionSkills National Working Group and stated in the unit. Annex A suggests standard evidence notes for awarding organisations.
3.3 The ConstructionSkills National Working Group will determine and specify on the required realistic working environment and context to be adopted. This could include appropriate:
● tools, equipment and instruments
● materials
● types of contingencies
● standards and quality specifications
● real timescales
● quantities of work
● physical conditions
● relationships with people
● types of interaction
● communication methods and media
● information and data.
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3.4 Where simulated evidence is stated as acceptable in the unit, the circumstances and requirements for the simulation needs to be confirmed by discussions between the candidate and the assessor, and which are then agreed by the internal and external verifiers.
3.5 Where other Standard Setting Bodies’ units are imported into a ConstructionSkills suite, the evidence requirements of the originating body will be adopted and specified.
4 Occupational expertise requirements for assessors and verifiers
4.1 Awarding organisations must ensure that assessors:
4.1.1 have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit)
4.1.2 have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements
4.1.3 only assess in their acknowledged area of occupational competence
4.1.4 have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and this Assessment Strategy (this document)
4.1.5 are prepared to participate in training activities for their continued professional development
4.1.6 hold, or are working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or hold one of the following
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence.
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Holders of A1 and D32/33 must assess to the reviewed National Occupational Standards (NOS) for Learning and Development.
In Scotland, approval for exemptions must be obtained from the Scottish Qualifications Authority.
4.2 Awarding organisations must ensure that internal verifiers:
4.2.1 have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:
● 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)
4.2.2 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)
4.2.4 are prepared to participate in training activities for their continued professional development
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.
It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held.
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● 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 one of the following
● A1 Assess candidates using a range of methods
● 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:
● 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)
4.3.2 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)
4.3.4 are prepared to participate in training activities for their continued professional development
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:
● 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 one of the following
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence
Level 4:
● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice
● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice
● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice
● VI Conduct internal quality assurance of the assessment process
● D34 Internal verify the assessment process.
4.4 Selection and appointment of assessors and verifiers
All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:
● at, or above, the level they will be assessing
● of sufficient depth to credibly verify judgements and assessments
● to uphold the integrity of the NOS and this Consolidated Assessment Strategy.
All assessors should have experience as well as, not in lieu of, qualifications. Where there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.
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Appendix B1
Additional Information to the Consolidated Assessment Strategy from the National Working Group for Controlling Lifting Operations
Part A: Clarification and guidance notes
This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for the Controlling Lifting Operations units and qualifications with NVQ in the QCF title and SVQs.
Additional requirements for assessors of planning and supervising lifting operations
Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in lifting operations and on each endorsement for which they wish to assess. The awarding body must ensure that all assessors are competent on each endorsement for which they intend to assess.
Supplementary guidance
In order to meet contractual and regulative requirements, many sectors of industry require lift planners and supervisors to possess certification from recognised industry approved bodies. The awarding body should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.
Where lifting experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.
Part B: Clarification on standards (NOS) content terminology
Various sectors of industry, supported by the Health and Safety Executive, requested national occupational standards for the safety critical occupations of lift planner and lift supervisor. Standards from the suite of National Occupational Standards for Construction Site Supervision and Construction Site Management were identified by the National Working Group (NWG) as conveniently defining the job roles of planner and supervisor. Certain standards (NOS), however, use terminology particular to, or make reference to, the construction sector, limiting the scope of the standards. Clarification of NOS terminology has been produced (Appendix B1, page ii), by the NWG, for awarding organisations, which provides interpretation and meaning of selected words that are used in lifting operations within other industrial sectors. Provision of this clarification further avoids a proliferation of new standards.
Awarding organisations need to ensure that candidates, employers, assessment centres, assessors and those involved in the verification process for this qualification are informed of the clarification of NOS terminology for planning and supervising lifting operations.
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Clarification of NOS terminology for controlling lifting operations
‘construction operations’ Includes lifting operations within other sectors of industry
‘decision-makers’ This refers to the client, customer or their representative, senior/contracts manager, project team, consultants or in VR 705 the lift planner
‘ensure notice has been given to all the people who will be affected’
This means as dictated by the lift plan
lines’, ‘levels’, ‘angles’ This includes load levels, ground levels, lines for placing loads and lifting accessory angles
‘near neighbours’ This can include other structures and a workforce in a different part of the project
‘organise and control the site’ The lifting activity and the immediate surrounding area
‘position, align and/or level the work’
This refers to items being moved and placed and the equipment used to attach and move the loads
‘produce clear requests for plant, equipment or machinery’
This means those specified by the lift plan
‘place and maintain notices’ This means ensuring that the correct notices (for the lifting activity) are in place prior to the commencement of the lifting activity, and checked throughout the duration of the activity
‘plan how the work will be undertaken’
This means as dictated by the lift plan
‘programmes and schedules’ This refers to either components part of, or the complete lift plan
‘project’ A lifting operation that is taking place within an overall contract, project or work activity
‘project plan’ This refers to either components part of, or the complete lift plan
‘site’ A lifting operation that is taking place within an overall contract, project or work activity
‘site plan’ This refers to either components part of, or the complete lift plan
‘vehicular access’ This can comprise of all forms of transport, including waterborne and airborne craft
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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.
Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Appendix C
Guidance on the use of simulation
Introduction
National Occupational Standards (NOS) are developed by Sector Skills Councils (SSCs) and describe the level of occupational competence required of a particular job role. NOS are then used to build National and Scottish Vocational Qualifications (N/SVQs) that are competence based qualifications and demand assessment in a workplace environment.
Assessment of N/SVQs through simulation is indicated where the achievement of valid and reliable assessment calls for evidence of performance under workplace conditions, but where it will be difficult to assess through normal working practice. This will usually apply as a result of one or more of the following constraints:
● activities which are inherently hazardous and where mistakes made in carrying them out would pose unacceptable risks to the candidate, other people, animals or property (e.g. electricity and gas sectors, fire service etc.)
● the costs incurred would be unacceptably high if mistakes where made during an activity and a candidate would therefore be required to ‘prove’ competence before progressing onto the actual work (e.g. handling rare or precious objects)
● situations where the qualities and outcomes of the candidate’s behaviour are almost impossible to distinguish from those of their peers or colleagues, making authenticity uncertain (e.g. in some teamwork contexts)
● activities or situations which are sufficiently rare (e.g. where processes, such as ‘shut-down’, may only occur on an annual basis)
● when the collection and/or review of evidence of workplace performance would intrude unacceptably on personal privacy or confidentiality, or would significantly alter the nature of an interaction or relationship (e.g. in some healthcare settings)
● a requirement to work with new techniques and/or work practices which may not be available in all workplaces.
Where permitted, simulation can take one or a combination of the two following forms:
● the candidate is presented with an activity to perform using equipment and/or in a location which replicates that found in the workplace
● the candidate is presented with a situation to which they must respond; taking and playing the role they would expect to play in the workplace.
It is a SSC’s responsibility to define the acceptability of evidence from simulation in the context of National Occupational Standards (NOS) and National and Scottish Vocational Qualifications (N/SVQs). The ConstructionSkills Consolidated Assessment Strategy provides this guidance.
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