Unit 22 in hnd construction and build environment group project is a significant part of the curriculum. It is the main focus on the significance of collaboration in the industrial of construction. Whereas, teamwork is a difficult task this unit provides a detailed recognition of the collaboration essence that provides a great focus on the interconnection of tasks, clear roles and responsibilities definition and the effect of communication. The construction project has great success which depends on the expertise of individuals and the recognition of the contribution of every member that integrates with other people. This unit also provides a great challenge to the learners to apply all these principles in alignment with project-based tasks with the theme of Pearson set the stimulation of real-world scenarios.

The study of this unit initiates with the allocation and identification of the characters within the team’s collaboration. They have to recognise the unique gaps in the skills and skills of every member. The process included the recognition of the collaborative structures and principles of human resource management to certify the operations of the team with a cohesive approach. A crucial part of the project included the analysis and research to respond efficiently to the themes of the Pearson set. It makes a student able to develop and conceptualise a viable project of construction. This state focuses on the significance of responsibilities definition, and efforts coordination by using collective knowledge to achieve the goals of project.

This unit also provides the introduction to the difficult aspects of project management including tender documentation, safety and health considerations, project management and costing of the project. The students utilise the tools including BIM building information modelling to improve the project visualisation and data sharing. With the help of structured information and regular meetings, the flow is integrated to sustain progress and clarity. Engagement in the collaborative project allows students to increase their hands-on experience in the application of theoretical knowledge to the scenarios of practice. They also prepare them for the difficulty in the constructive industry where collaboration and teamwork are indispensable elements for project success.

Unit Aims

Here are the main aims of the unit 22 group project in HND construction and building environment.

• To improve the potential of a student to work efficiently within a team by role identification and recognising the skills gap and strength of individuals in the project of construction.
• To make learners able to get the knowledge of the process and project management including tender documentation, procurement, safety and health, and costing of projects for delivering the construction of successful projects.
• To promote the effective strategy of communication and tools used like BIM building information modelling for seamless coordination and information sharing.
• To provide experience hands-on in the identification of practical challenges in the project of construction by the development of project alignment with the theme of Pearson set.

Learning Outcomes

The learning outcomes of the unit 22 group project in HND construction and build environment are given below.

LO1: Assess individual and group skills in order to allocate roles within a collaborative team.

The main focus of this learning outcome is on the identification of the skills gap and strengths among every member of the team to certify the role is effectively allocated. It has the great focus on the significance of recognising the contribution of individuals and the with through which they are aligned with the objectives of the team. With the help of technical abilities evaluation, assessment of leadership potential and communication skills the students may generate informed decisions regarding the distribution of tasks. This certifies that every member has a great contribution towards the meaningful project. It also promotes the workload with balance and efficient collaboration. This process also motivates cohesion, accountability and shared responsibilities sense. It is crucial for successful project management construction.

LO2: Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling.

The main guidelines of this outcome for the students in the collaborative planning for the construction of the project. Whereas, the incorporation of appropriate practices in resource management, scheduling and staffing. The students have the allocation of labour, material procurement, goals of the project and time constant in their planning. This phenomenon includes creativity in the realistic timelines which certify the potential of skilled personnel and the use of resources for the prevention of budget overruns or delays. The working procedure with the theme of yourself stimulates the standards of industry requirements with encourages innovative collaboration and problem-solving. With the help of this students will increase their practical experience in the development of project plans and alignment with the standards of professionals.

LO3: Prepare tender documentation; undertake work appropriate to a defined role within a team.

The student will acquire the way to produce the documentation in the tender which includes the details specification of the project, procurement plants and cost estimations. It certifies the clarity for the project alignments and stakeholders with the requirements of the industry. This learning outcome also focuses on completing the definition of that role within the team and permits the students to apply their knowledge to the particular task. These particular tasks include technical designs, project costing and risk assessment. This practical involvement provides professionalism, alignment and responsibility with the collaborative project goals. It also makes students prepare for the challenges of the real world where documentation like this is a crucial component for securing the contract.

LO4: Evaluate your own work, and the work of others, in a collaborative team.

The focus of this learning outcome is on critical constructive feedback and reflection. The students will evaluate their contribution and their teammates for identification of their improvement areas, weaknesses and strengths. This evaluation process motivates them motivate for the adopt appropriate practices and accountability at the time of providing continuous improvement and a learning culture. The analysis of the team performance allows the student to increase their knowledge of effective collaboration and the influence of communication. Moreover, it also has a great alignment with the project outcomes and their roles. This practice is reflected in the crucial professional growth by certifying students with the best for future collaborations.

Assessment Criteria

The assessment criteria of the unit 22 group project are associated with the learning outcomes given below:

LO1: Assess individual and group skills in order to allocate roles within a collaborative team.

• 1.1 Evaluate own skills and the skills of others through skills auditing and review.
• 1.2 Develop role descriptions and responsibilities within a team.
• 1.3 Discuss the allocation of roles within a collaborative team to meet overall project needs.
• 1.4 Justify the allocation of roles and responsibilities within a team, recognising individual skills and ambitions vs project requirements.

LO2: Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling.

• 2.1 Develop a project plan to ensure the successful achievement of the completed project.
• 2.2 Illustrate resource planning (both physical and human) as well as time planning.
• 2.3 Interpret events and activities in a project plan in order to indicate milestones and risks.
• 2.4 Critically evaluate the relationships between project planning and tender documentation, highlighting ways in which tender information responds to project planning.

LO3: Prepare tender documentation; undertake work appropriate to a defined role within a team.

• 3.1 Develop construction drawings and specifications.
• 3.2 Prepare a cost plan.
• 3.3 Produce a preconstruction Health & Safety method statement.
• 3.4 Evaluate the ways in which Building Information Modelling can provide greater efficiency in collaborative preparation of tender documentation.

LO4: Evaluate your own work, and the work of others, in a collaborative team.

• 4.1 Undertake a continual review of their own work, recording this throughout the project.
• 4.2 Evaluate their own working practices in relation to those of other members of the team, identifying areas of good practice.
• 4.3 Evaluate their own personality profile in relation to your working practices.
• 4.4 Critically evaluate the success of a project by considering individual and group working practices in relation to assigned roles and personality profiles.

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