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LO1 Assess individual and group skills in order to allocate roles within a collaborative team
Unit 26: Group Project (Pearson-set)
Unit code
D/615/1408
Unit Level
5
Credit value
30
Introduction
While working in a team is an important skill in construction projects, collaboration goes beyond just teamwork. The success of a project relies not only on the ability of each person in a team to do their work, but on each individual’s awareness of how their work relates to the work of others, how to ensure that information is shared effectively, and that roles and responsibilities are clear.
Through this collaborative project-based unit, students will explore how to define roles within a collaborative team, recognising the skills (and ‘skills gaps’) of each member of the group. Together students will work to develop a construction project; based on their research and analysis, in response to the Pearson-set ‘theme’.
Content in this unit will typically include role identification and allocation, collaborative structures, human resources management, project management, procurement, tender documentation, information/data sharing, meetings, health and safety, project costing and Building Information Modelling.
*Please refer to the accompanying Pearson-set Assignment Guide and the Theme Release document for further support and guidance on the delivery of the Pearson-set unit.
Learning Outcomes
By the end of this unit, students will be able to:
1 Assess individual and group skills in order to allocate roles within a collaborative team
2 Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling
3 Prepare tender documentation; undertaking work appropriate to a defined role within a team
4 Evaluate own work, and the work of others, in a collaborative team.
Essential content
LO1 Assess individual and group skills in order to allocate roles within a collaborative team
Roles and responsibilities:
Skills auditing
Belbin Team Inventory
Myers Briggs Personality Type Indicator.
Human resources management:
Core job dimensions (skill variety, task identity, task significance, autonomy, feedback) Job design (job rotation, job enlargement etc.).
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
Project planning:
Setting goals
Defining ‘deliverables’
Task definition
Identifying risks/risk management Communications planning.
Resource management: Human resources Physical resources Supply chain
Waste management.
Project scheduling: Scheduling tools Milestones
Blocks
LO3 Prepare tender documentation; undertaking work appropriate to a defined role within a team
Tender documentation:
Construction drawings Specifications Schedules of work Cost plan
Health and safety legislation Building Information Modelling.
LO4 Evaluate own work, and the work of others, in a collaborative team
Reflective practice:
Schön’s ‘The Reflective Practitioner’ Gibbs’ ‘Reflective Cycle’
Reflection versus description.
Reflection in practice:
Project life cycle
Post implementation review.
Learning Outcomes and Assessment Criteria
LO1 Assess individual and group skills in order to allocate roles within a collaborative team
D1 Justify the allocation of roles and responsibilities within a team, recognising individual skills and ambitions versus project requirements
P1 Evaluate own skills and the skills of others through skills auditing and review
P2 Develop role descriptions and responsibilities within a team
M1 Discuss the allocation of roles within a collaborative team to meet overall project needs
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
LO2 and LO3
D2 Critically evaluate the relationships between project planning and tender documentation, highlighting ways in which tender information responds to project planning
P3 Develop a project plan to ensure successful achievement of completed project
P4 Illustrate resource planning (both physical and human) as well as time planning
M2 Interpret events and activities in a project plan in order to indicate milestones, and risks
LO3 Prepare tender documentation; undertaking work appropriate to a defined role within a team
P5 Develop construction drawings and specifications P6 Prepare a cost plan
P7 Produce a preconstruction health and safety method statement
M3 Evaluate the ways in which Building Information Modelling can provide greater efficiency in collaborative preparation of tender documentation
LO4 Evaluate own work, and the work of others, in a collaborative team
P8 Undertake a continual review of their own work, recording this throughout the project
P9 Evaluate their own working practices in relation to that of other members of the team, identifying areas of good practice
M4 Evaluate their own personality profile in relation to your working practices
D3 Critically evaluate the success of a project by considering individual and group working practices in relation to assigned roles and personality profiles
Recommended resources
Textbooks
BALDWIN, A. (2014) Handbook for Construction Planning and Scheduling , Chichester, West Sussex: Wiley-Blackwell.
BELBIN, M. (2010) Team Roles at Work . London: Taylor & Francis.
BENNETT, J. and PEACE, S. (2006) Partnering in Construction: A Code of Practice for Strategic Collaborative Working. Abingdon: Butterworth-Heinemann.
BOUCHLAGHEM, D. (2011) Collaborative Working in Construction. London: Spon Press.
CIOB (2010) Guide to Good Practice in the Management of Time in Complex Projects. 3rd ed. Chichester, West Sussex: Wiley-Blackwell.
DAINTY, A. and LOOSEMORE, M. (ed.) (2012) Human Resource Management in Construction: Critical Perspectives. Abingdon: Routledge.
KELLY, J. and MALE, S. (1992) Value Management in Design and Construction: The Economic Management of Project. London: Taylor & Francis.
MYERS, S. and CHILDS, R. (2016) Understanding Team Roles. London: Nielson Book Services Limited.
POTTS, K. and ANKRAH, N. (2014) Construction Cost Management: Learning from Case Studies. Abingdon: Routledge.
WYATT, D. (2007) Construction Specifications: Principles and Applications . New York: Delmar.
Links
This unit links to the following related units:
Unit 1: Individual Project
Unit 3: Construction Practice & Management
Unit 9: Legal & Statutory Responsibilities in Construction
Unit 16: Financial Management & Business Practices in Construction
Unit 31: Project Management
Unit 44: Personal Professional Development
Unit 26: Group Project (Pearson-set) is a core module that challenges learners to collaborate on a comprehensive group project, fostering teamwork, critical thinking, and applied problem-solving skills. This assignment is designed to provide practical experience by engaging students in a real-world business scenario, chosen from Pearson’s specified themes or contexts.
The project requires students to work as part of a team to identify, analyse, and propose solutions to a given challenge. The process includes research, planning, design, and presentation, ensuring that learners apply theoretical knowledge to practical situations. Each member is expected to contribute effectively, demonstrating collaboration, communication, and the ability to manage group dynamics.
Key deliverables typically include a project report, supporting documentation, and a group presentation. Assessment criteria focus on individual contributions, the quality of the project outcome, and the ability to reflect on personal and team performance. By completing this assignment, students develop transferable skills essential for professional environments, including project management, teamwork, and effective problem-solving.
How to Write this Assignment?
To write the Unit 26: Group Project (Pearson-set) assignment effectively, students should start by thoroughly understanding the brief, including the specified theme, objectives, and marking criteria. The group should organise itself by assigning roles based on individual strengths, setting clear timelines, and using collaboration tools to ensure effective communication and task management. Research is a crucial step, requiring the use of credible sources such as academic journals and industry reports, with all references properly cited. The project report should follow a structured format, including an introduction, literature review, methodology, findings and analysis, recommendations, and a conclusion, supplemented by an executive summary, references, and appendices as needed. Additionally, the group must prepare a professional presentation that summarises the project, incorporating visuals and ensuring equal participation from all members. Individual reflections on the process should also be included, highlighting contributions, challenges, and personal learning. Finally, the report and presentation should be thoroughly reviewed and revised to ensure alignment with the marking criteria and to maintain high standards of clarity, coherence, and professionalism
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