Unit 7 Planning Org Control of Resources in CBE

UNIT 7: PLANNING, ORGANISATION AND CONTROL OF RESOURCES IN CONSTRUCTION AND THE BUILT ENVIRONMENT
Edexcel Level 3 BTEC Nationals in Construction Issue 1 April 2007 Edexcel Limited 2007 1
Unit 7: Planning, Organisation and
Control of Resources in
Construction and the Built
Environment
NQF Level 3: BTEC National
Guided learning hours: 60

Unit abstract
A successful project requires careful planning, organisation and control throughout to
achieve the correct result for the client. For the contractor, good planning,
organisation and control are essential in order to achieve a timely and satisfactorily
outcome for the client, and to ensure a financial profit.
The resources of labour, plant, materials and management must be employed
efficiently to ensure a satisfactory conclusion to a project. This encompasses the
logistical organisation of the site, ordering procedures, materials movement and
handling, plant selection and usage, construction activities, the management and
effective use of site labour, co-ordination of sub-contractors, the allocation of
appropriate durations and resources for the construction work and the continuous
monitoring of site progress and costs.
Learners will develop an understanding of the management functions of planning and
the techniques that are available both off and on site to effectively plan the
deployment of resources needed successfully to complete a project. They will
develop an insight into the importance of planning and resource control to the overall
construction process. They will acquire knowledge and understandings of the
techniques used in planning, be able to identify the human and physical resources
needed for a typical low-rise domestic or commercial building, to produce a simple
programme and to explain the associated resourcing, monitoring and controls.
Learning outcomes
On completion of this unit a learner should:
1 Understand the roles and responsibilities of, and interaction between, the parties
involved at each stage of the construction process
2 Be able to identify the resources required to complete a construction project and
describe how each is used
3 Understand the functions of management in the organisation of the production
stage of a construction project
4 Be able to produce and interpret the simple bar charts, networks, and schedules
used by construction teams.
2 Edexcel Level 3 BTEC Nationals in Construction Issue 1 April 2007 Edexcel Limited 2007
Unit content

1 Understand the roles and responsibilities of, and interaction between, the
parties involved at each stage of the construction process
Roles and responsibilities: management at director or site level; technical roles,
eg as planner, quantity surveyor, buyer, estimator; supervisory roles, eg contract
supervisor, general foreperson, general operative roles; craft roles, eg joiner,
bricklayer, steel fixer
Team working and interaction of roles: head office and site organisational charts;
team interaction and communication (communication methods, instruction, co-
operation, co-ordination, control); levels of responsibility and accountability
Stages of construction: elements of a typical low-rise domestic or commercial
building; design; production; maintenance; alteration; refurbishment; demolition
Planning the construction process: feasibility studies; design; procurement;
production; maintenance and repair; refurbishment
2 Be able to identify the resources required to complete a construction project
and describe how each is used
Resources: human (direct and sub-contract labour, management and supervision);
plant and machinery; materials; sub-contractors)
Factors in the planning process: labour factors, eg availability and cost, skill
levels, motivation, productivity; plant factors, eg output rates and efficiency;
material factors, eg availability, delivery periods, site handling, waste
Context: finance; site layout and organisation; temporary facilities and works;
health safety and welfare issues
Uses: production of long and short term programmes; scheduling of material
requirements; requisitioning, ordering; receiving and checking; site handling;
storage and security issues; labour management techniques, (work and method
study, control and organisation of labour); plant management (hire, lease or
purchase, utilisation and control); relevant documentation
3 Understand the functions of management in the organisation of the production
stage of a construction project
General functions: forecasting; planning; organising; monitoring; controlling; co-
ordinating; reviewing
Organisational aspects: site layout plan; traffic routes; labour movement;
materials and plant location; access and egress; site accommodation; storage;
security; health safety and welfare; method statements; progress monitoring; site
meetings; sub-contractor liaison; site resources documentation control;
programmes of work; bar charts; schedules, eg line of balance; network diagrams,
eg arrow diagrams
Variables: weather; availability of skilled labour; labour disputes; confined
access; late design changes; late construction information; material shortages
4 Be able to produce and interpret the simple bar charts, networks, and
schedules used by construction teams
Resource allocation documentation: use of head office and site documentation to
organise, control and monitor the movement, cost and allocation of resources
Programming and resource-management techniques: bar charts; schedules, eg
line of balance; network diagrams, eg arrow diagrams
Software applications: availability and use of software for programming and
monitoring

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Essential guidance for tutors

Delivery
Tutors delivering this unit have opportunities to use a wide range of techniques.
Lectures, discussions, seminar presentations, site visits, supervised practicals, research
using the internet and/or library resources and the use of personal and/or industrial
experience are all suitable. Delivery should stimulate, motivate, educate and enthuse
learners. Visiting expert speakers could add to the relevance of the subject.
An overview of the resources and logistical requirements needed to complete a
construction project should be imparted at an early stage of the units delivery to help
place resource planning and control into context. The learner must then develop a
detailed insight into the physical and human resources required for a typical project
and the techniques used to organise, plan, monitor and control their deployment. The
learner should be aware of the key players who are directly responsible for planning,
site organisation and control, their specific roles and the ways in which they interact to
achieve the goals of completing a project on time and to budget.
Learners should understand the applications of, and be able to compare and
evaluate, a range of programming techniques, including those that use computer
software. The ability to produce simple programmes for the resource management of
typical low-rise domestic or commercial buildings should be developed along with the
ability to use monitoring strategies to make adjustments for variations in progress or
other unforeseen factors.
Where possible, links should be formed with industry and visits to construction sites
should be arranged as this will provide an opportunity for learners to contextualise
their learning and to use this to inform their study of the various aspects of planning,
organisation and control. A further enhancement to the learning process could be
made by seeking specialised input from current practitioners.
Overall delivery of the unit should be supported by the use of case studies and visual
media where appropriate including real construction programmes, photographs,
video, DVD and drawings to demonstrate the methods used for planning, organisation
and control.
Group activities are permissible, but tutors will need to ensure that individual
learners are provided with equal experiential and assessment opportunities.
Health, safety and welfare issues are paramount and should be strictly reinforced
through close supervision of all workshops and activity areas, and risk
assessments must be undertaken prior to practical activities. Centres are advised
to read the Delivery approach section on page 24, and Annexe G: Provision and
Use of Work Equipment Regulations 1998 (PUWER).
Assessment
Evidence for this unit may be gathered from a variety of sources, including well-
planned investigative assignments, case studies or reports of practical assignments.
There are many suitable forms of assessment that could be employed, and centres are
encouraged to consider and adopt these where appropriate. Some examples of possible
assessment approaches are suggested below. However, these are not intended to be
either prescriptive or restrictive, and are provided as an illustration of the alternative
forms of assessment evidence that would be acceptable. General guidance on the
design of suitable assignments is available on page 19 of this specification.
Some criteria could be assessed directly by the tutor during practical activities. If
this approach is used, suitable evidence from guided activities would be observation
records or witness statements. Guidance on the use of these is provided on the
Edexcel website.
The structure of the unit suggests that the grading criteria may be fully addressed by
using two assignments. The first of these would cover criteria P1, P2, P3, P4, P5, M1
and D1 and the second would cover criteria P6, M2, M3 and D2. Case studies could
provide suitable vehicles for the assessments. As the time required for completion of
each assessment is likely to be extensive, staged submissions should be considered
and regular, interim feedback from the tutor would be essential.
To achieve a pass grade learners must meet the six pass criteria listed in the grading
grid.
For P1, learners have to identify and describe the various stages of the construction
process for a low-rise domestic or commercial building. This should encompass all
stages from design to construction and handover of the completed building. Learners
should be able to split a construction project into a manageable number of stages
and should include all elements of the completed building, along with all the
temporary infrastructures needed to complete the work.
P2 requires learners to investigate and explain the roles and inter-relationships
between the members of the building team involved in resource management,
planning and production. Learners have to examine the functions of each and the
ways in which they interact in the management of construction resources. The key
aspects of interaction should be identified including communication, instruction, co-
operation, coordination and control.
P3 calls for learners to identify the physical and human resources required to
complete a building project. Learners should identify the principal physical resources
such as plant and materials and the human resources needed to execute the building
work. Learners should also have an understanding of the role of sub-contractors in
the construction process.
P4 requires learners to identify and explain the techniques commonly used to monitor
and control resources. Learners must convey a knowledge and understanding of
standard organisational aspects and documentation, such as delivery documentation,
goods received sheets, stock issue sheets, plant utilisation sheets, timesheets, job
cards, requisition orders and software resource allocation.
For P5, learners have to recognise and interpret examples of resource planning and
management documentation. There are many ways to do this and the evidence will
depend upon the specific nature of each project. Bar charts, scheduling methods
such as line of balance, and network diagrams such as arrow diagrams could all be
used in this context provided that learners are able to explain their applications.
For P6, learners have to produce and interpret bar charts, networks and schedules for
typical low-rise domestic or commercial projects. A knowledge of the standard
formats used and an understanding of the need for the logical sequencing of
construction activities must be demonstrated.
To achieve a merit grade learners must meet all of the pass criteria and the three
merit grade criteria.
For M1, learners must produce organisational charts to explain the group dynamics of
team working. Team working for a typical construction project should be investigated
and the links and interdependencies between team members shown and explained in
a chart or diagrammatic format. This should be completed both for management and
site operatives.
For M2, learners have to compare the advantages and disadvantages of a range of
resource management techniques. The use of paper-based and computer-based
systems should be evaluated including site documentation, contract programs and
materials schedules. Learners should also evaluate and compare different
programming techniques for various scenarios.
For M3, learners are required to discuss the factors that may adversely impact on
planning and organisation if not taken into consideration and explain their possible
effects. Variables can be taken to include unforeseen factors such as the weather,
changes to the design, changes to construction methods and materials and problems
with supply and delivery. The effects of each of these on the planning and
organisation of the project should be explained.
To achieve a distinction grade learners must meet all of the pass criteria and merit
grade criteria and the two distinction grade criteria.
For D1, learners are required to evaluate two software systems that can facilitate
planning, organisation and control processes. Learners should identify and describe
typical examples of software systems used for planning, organising and controlling
building projects, and explain their applications.
For D2, learners have to evaluate a range of planning, organisational and control
techniques in terms of utility (how useful they are) and efficacy (how efficient they
are). A range of techniques could be used to provide the evidence including contract
programs, the control of labour, site organisation strategies such as traffic planning,
site layout charts, work study and waste management.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit has links to Unit 1: Health, Safety and Welfare in Construction and the Built
Environment, Unit 5: Construction Technology and Design in Construction and Civil
Engineering and Unit 6: Building Technology in Construction together with similar
units at Higher National and degree level.
This unit may have links to the Edexcel Level 3 Technical and Professional NVQs for
Construction and the Built Environment. Updated information on this, and a summary
mapping of the unit to the CIC Occupational Standards, is available from Edexcel. See
Annexe D: National Occupational Standards/mapping with NVQs.
The unit provides opportunities to gain Level 3 key skills in: application of number;
communication; and information and communication technology. Opportunities for
satisfying requirements for Wider Curriculum Mapping are summarised in Annexe F:
Wider curriculum mapping.
Essential resources
A set of construction drawings, a site layout plan, a construction programme and
other relevant schedules for a typical project.
Access to computing facilities and planning software would give the learner an
appreciation of what can be achieved using non-manual techniques in programming.
The use of live or completed construction projects on which to base assessment tasks
would enhance the learning experience by contextualising the study of planning,
organisation and control.
Indicative reading for learners
Textbooks
Burke R Project Management: Planning and Control Techniques (John Wiley and
Sons Ltd, 2003) ISBN 0470851244
Forster G Construction Site Studies Production Administration & Personnel
(Longman, 1989) ISBN 0582019710
Gould F E Managing the Construction Process: Estimating Scheduling and Project
Control (Prentice Hall, 2001) ISBN 0130604062
Oxley and Poskitt Management Techniques Applied to the Construction Industry
(Blackwell Science (UK), 1996) ISBN 0632038624

Key skills

Achievement of key skills is not a requirement of this qualification but it is
encouraged. Suggestions of opportunities for the generation of Level 3 key skill
evidence are given here. Staff should check that learners have produced all the
evidence required by part B of the key skills specifications when assessing this
evidence. Learners may need to develop additional evidence elsewhere to fully meet
the requirements of the key skills specifications.

Application of number Level 3
When learners are: They should be able to develop the following
key skills evidence:
producing a range of bar
charts, networks and
schedules for a typical
construction project.
N3.1 Plan an activity and get relevant
information from relevant sources.
N3.2 Use this information to carry out multi-
stage calculations to do with:
a amounts or sizes
b scales or proportion
c handling statistics
d using formulae.
N3.3 Interpret the results of your calculations,
present your findings and justify your
methods.
Communication Level 3
identifying and describing
the various stages of the
construction processes, the
roles and functions of team
members, the resources
needed and the techniques
used to control resources.
C3.2 Read and synthesise information from at
least two documents about the same
subject.
Each document must be a minimum of
1000 words long.
C3.3 Write two different types of documents,
each one giving different information
about complex subjects.
One document must be at least 1000
words long.

Information and communication technology Level 3
using the internet and other
electronic media to research
and gather information on
construction methods
using ICT processes to
produce the assessment
evidence.
ICT3.1 Search for information using different
sources, and multiple search criteria in at
least one case.
ICT3.2 Enter and develop the information and
derive new information.
ICT3.3 Present combined information such as
text with image, text with number,
image with number.

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UNIT 7: PLANNING, ORGANISATION AND CONTROL OF RESOURCES IN CONSTRUCTION AND THE BUILT ENVIRONMENT

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