Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code	CPC50220
Course name	Diploma of Building and Construction
Unit code	CPCCBC5005
Unit name	Select and manage building and construction contractors

Assessment Submission Method

☐ By hand to trainer/assessor

☐ By email to trainer/assessor

☐Online submission via Learning Management System (LMS)

☐ By Australia Post to RTO

☐ Any other method _________________________________________________

(Please mention here)

Student Declaration

• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;

• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:

o Reproduce this assessment and provide a copy to another member of staff; and

o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

Assessment Plan

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded	Evidence Type/ Method of assessment		Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Unit Skills Test – Project report to select, review, establish terms and conditions to subcontract a part of construction job.		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 3	Unit Project (UP) – Manage the selection and engagement of a sub-contractor.		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 4	Role Play/Presentation		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 5	Not applicable		S / NS (First Attempt) S / NS (Second Attempt)
Final result	C/NYC	Date assessed
Final result	C/NYC	Trainer/Assessor Signature

Assessment Conditions

Unit purpose/application

This unit of competency the skills and knowledge required to select and manage building and construction contractors. It includes identifying and quantifying project resource needs and engaging with contractors to determine contract conditions and evaluating their performance.

This unit of competency applies to builders and senior managers within building and construction firms and other construction industry personnel who engage and manage various contractors with diverse occupations.

In order to achieve the outcomes for this unit, knowledge of relevant industry legislation, standards and codes, the subcontracting system and industrial relations processes is required.

This unit of competency supports the needs of builders and senior managers within building and construction firms and other construction industry personnel responsible for selecting and managing building and construction contractors for medium rise building and construction projects.

What the student can expect to learn by studying this unit of competency

Manage the determination of subcontractor requirements.
Manage the review of subcontractor performance.
Establish terms and conditions for subcontractor engagement.
Manage the selection and engagement of subcontractors.
Evaluate subcontractor performance and compliance with contract requirements.

Training and assessment resources required for this unit of competency

The student will have access to the following:

Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks

The resources required for these assessment tasks also include:

Access to a computer, the Internet and word-processing system such as MS Word
An operational business environment to implement the learning plan
Computer technology and documentation as required
Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as yourown work
Using phrases and passages verbatim without quotation marks or referencing the author or web page
Reproducing lecture notes without proper acknowledgement.

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when youwork without the authorisation of the teaching staff to:

Work with one or more people to prepare and produce work
Allow others to copy your work or share your answer to an assessment task
Allow someone else to write or edit yourwork (without rto approval)
Write or edit work for another student
Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Other Important unit specific Information N/A

Unit Outcome

This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s Nil

Co-requisite/s Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs); Privacy Amendment (Public Health Contact Information) Bill 2020
Building Regulation 2021
Design and Building Practitioners Regulation 2021 (NSW)
Work Health and Safety Act 2011
Occupational Safety and Health Act 1984 (WA)
Occupational Safety and Health Regulations 1996 (WA)
Competition and Consumer Act 2010
Building Act 2011 (WA)
Building Services (Registration) Act 2011 (WA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/CPCCBC5005

Additional Information

This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

Be provided for each Unit Assessment Task (UAT)
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning

If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix”to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨Non-English Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨Provision of information or course materials in accessible format.

¨Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨Provide information or course materials in accessible format, e.g. a textbook in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Assessment type:

Written Questions

Assessment task description:

This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of twenty-nine (29)written questions.
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
You will receive your feedback within two weeks – you will be notified byyourTrainer/Assessor when results are available.

Applicable conditions:

This knowledge test is untimed and is conducted as open book tests (this means you are able to refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task.

Instructions for answering written questions:

Complete a written assessment consisting of a series of questions.
You will be required to correctly answer all the questions.
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research yourwork, you must always acknowledge the source.

How your trainer/assessor will assess yourwork?

This assessment task requires the student to answer all the questions.
Answers must demonstrate the student’s understanding and knowledge of the unit.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s knowledge essential to select and manage building and construction contractors & knowledge regarding the following:

Knowledge of contracts, workplace agreements, industrial relations structures and processes.
Knowledge of industry subcontracting system and industry benchmarks for subcontract personnel.
Knowledge of relevant licensing arrangements, subcontractor administration and performance management systems.
Knowledge to identify and manage subcontractor requirements and the relevant industrial legislation.
Knowledge to review and manage the subcontractor performance and developing management plan for each subcontractor.
Knowledge to establish terms and conditions for subcontractor engagement.
Knowledge of the subcontractor tendering, shot listing and pre-engagement processes.
Knowledge to manage the selection and engagement of subcontractors.
Knowledge to develop the systems that evaluate subcontractor’s work.
Knowledge about informing the performance review outcomes, feedback and appeal system as well as the disciplinary actions that can be taken against the subcontractors.

Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

This is an individual assessment.
The purpose of this assessment task is to assess the students’ knowledge essential to select and manage building anc construction contractors.
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
All questions must be answeredin order to gain competency for this assessment.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Questions:

Question 1: Describe the five (5) main subcontractor requirements, which a construction company must consider when engaging the sub-contractors on a project.

The five main subcontractors’ requirements are planning, concept and initiations, execution of the project and performance and monitoring project and close of the project(Eom, et al.,2015)

Question 2: Identify the five (5) types of standard and widely used building and construction contracts – for residential or commercial projects in Australia.

The five types of standard and regularly used building and construction contracts are time and materials, lump sum, unit price, cost plus, and the guarantee maximum price which is also called (GMP).

Question 3: Describe the five (5) methods for reviewing construction subcontractor’s performance to identifying their strengths and weaknesses.

The five methods for reviewing the construction performance by

1 Evidence anecdotal including the input from the project manager and the administrators

2. Review and examine the data and information provided by the subcontractor.

3 Observation of subcontractor on the and review of the project sites

4 By acknowledging the good performance to act on the red flags (Polat, 2016).

Question 4: Answer the following question in 50-100 words each.

Describe the principle of equal opportunity.
What laws are enacted by the federal and state governments to enforce the principle of equal opportunity in Australia?

a. Equal opportunities are the principle in which all people must have the right to work and achieve the advance on the bases of ability and merit, regardless of race, sex, colour, disability and age or nationality.

b. The current act is an equal opportunity act I 2010. This saves the employees from discrimination which is based on the attributes in each area(Arneson, 2018).

Question 5: What are the various methods adopted by the construction companies for selection and engagement of sub-contractors for a particular project? Identify six (6) such methods.

The most famous selection for contractors is according to past experiences and performances of the company, financial strength, and capacity, management plans, safety plans and assurance plans.

Question 6: What are the different ways using which a construction company checks the performance of sub-contractors and their compliance with contract requirements? List five (5) such ways.

Effective communication

Everything should be organized.

Should be clear every time

Effective monitoring process and checking the work.

Efficient communication and collaboration(Mahmoudi, & Javed 2022).

Question 7: Answer the following questions:

What do you understand by the term ‘sub-contracting agreement’?
Why does the construction industry rely on sub-cons? Name eight (8) sub-contractors generally deployed on building and construction jobs.

it is the equivalent to the contract of the employee which is between the employer and the employee. It contains every information from small to big about the project.

It allows make more money per hour.

It dictates the work on schedule.

Fewer obligations are towards organizations or contractors which hire employees.

Allows more variety which gains experience in working on a different project.

The sub-contractors which generally develop on building the construction job are

1 Air conditioning, heating and plumbing.

2 Electrical work.

3 Paper hanging and painting.

4 Stonework, setting tiles and plastering.

5 Floor work and carpentry

6 sheet work and siding and roofing

7 concrete work

8 trade contractors

Question 8: What are the rights and obligations of a sub-contractor under a sub-contracting agreement? Answer in 150-200 words.

rights

Subcontractors have many rights like he has to take responsibility for seeing the contract according to the contractor. He can sue for damages, he also has the right to work in a healthy safe environment. Can file a lien against the property and unpaid wages and expenses.

Obligations and duties

Have to do work according to the contract. Minimal and punctual time off is important, have to advise their customers, they must be flexible and can change the policies, they should complete the project within their due dates(Cocklin, 2021).

Question 9: What are the main advantages and the main disadvantages of deploying sub-contractors on a construction project? Describe five (5) such advantages and dis-advantages.

Advantages

The contractor is needed when there is a requirement of more flexibility.

Subcontractors are one-off jobs which requiring specialise and expertise for good turnaround.

Disadvantage

Equipment and tools should be given.

The overhead cost will be added(Tkáč, & Mésároš, 2019).

Question 10: Describe the following three types of sub-contractors:

Domestic sub-contractor
Nominated sub-contractor
Named sub-contractor

Provide your answer in one or two sentences (for each).

Domestic sub-contractor

The contractor will list a certain number of subcontractors for the reason to issue the tender but in end select the employees by the contractor.

Nominated sub-contractor

It is selected by the employer and will impose on the contractor.

Named sub-contractor

The named contractor is named by the employer is the main contract employed by the head contractor to carry out part of the contract work(Jaafar,& Hiidzir, 2016).

Question 11: Answer the below question (in 50-100 words each).

Why sub-contractors are required on building and construction project?
What legal obligations shall be fulfilled for employing a sub-contractor in QLD?

a. It is a detail-oriented industry such as construction which needs the right expertise and

experience for complete the project which is on time and on budget.

b. It is a written contract which is required for the agreement which is between the parties for building commercial work that prices on the above amount for what the licence is needed

Question 12: What are the benefits of reviewing the performance of existing sub-contractors? Answer in 100-150 words.

It helps to adopt the economic cycle.

Keep the overhead cost low.

Reduce the capital investment.

Its helps to control the cost

Focus on the strengths(Mahmoudi,& Javed, 2022).,

Question 13: Describe the five (5) essential elements of a legally binding contract.

5 important elements of a contractor are

Offer the contractor, acceptance, effective considerations, mutuality of the obligations and capacity and competency.

Question 14: Northern Electrical (NE) is a long-term sub-contractor to A2Z Constructions Pte Ltd. For the previous three months, major delays have been observed on part of NE in completing their work on time. So, A2Z appointed an investigation team to look in to the reasons for these delays. The team has come up with the following main reasons for the delays:

Manpower requirements (Lack of skilled manpower)
Approval of documents.

Explain in 100-150 words, how A2Z Constructions can enhance / support northern electrical in meeting their contractual obligations.

There is a need for strong manpower of human resources. If a company want to attain success then the company should hire skilled employees and give them effective training.

The process of approval should be fast and effective also there is an effective policy for it also.

Question 15: Describe the following terms in 50-100 words:

Independent Contractor
Subcontractor
Contractors

Ab independent contractor is a self-employed entity or a person contracted to perform the work and to provide services.

A people or the company which a contractor plays to do the part of the work which that the other contractor has agreed to do.

a contractor is someone who is built to do something.

Question 16: Identify the main terms and conditions (T&Cs) that must be included in a subcontractor agreement. List ten (10) main T&Cs.

The main terms and conditions (T&Cs) that must be included in a subcontractor agreement are-

Payment conditions

Change in orders

Indemnity

Termination of the contract

Liability Limitations

Warranties of the contract

Flow down

Lien waivers

Arbitration

Choice of venue and law (Kowshik, & Deepak,2017).

Question 17. Why is it important for the main contractor to perform periodic review of subcontractor’s work? Answer in 150-200 words.

It is important for the main contractor to perform a periodic review of the subcontractor’s work to ensure the quality of the project. The periodic review involves monitoring and identifying the performance of the subcontractors. In this, the first step is to monitor and review the quality of the project and that the subcontractor meets the minimum quality requirements of the project. The main contractor ensures the basic needs and requirements of the projects that is fulfilled by the sub-contractors and workers.

Question 18. Answer the following:

Identify the Australian Standard (AS) that sets out the standards for tendering works in Australia.
Name the state guideline (of VIC, NSW, WA & QLD) for tendering works in the construction industry.

B-000 Building standards Sector Board

BD-001 Steel Structures

BD-004 Masonry structures

BD-002 Concrete structures

BD-008 Roof Tiles

BD-011 Interior Board Linings

BD-025 Residentials slabs and footings

BD-026 masonry units, flags, pavers, and segmental retaining wall units

b) NSW- The regulation needs the mandatory three certifications for construction. They are occupation certificates, fire safety requirements, and construction certificates.

VIC- This includes the requirements related to occupancy permits, maintenance of buildings, inspections of buildings, enforcement, and building permits.

WA- work safe involves the guidelines, regulations, codes, and standards for the building service providers such as gas fitters, electricians, plumbers, etc.

Question 19. List the main five (5) criteria for selection of a construction subcontractor.

The main five criteria for the selection of a construction subcontractor are-

Interview of the contractors and sub-contractors

Arrangement of credit and funds to know the financial stability

Ensuring selection interviews

Invite contractors and tenders

Reviewing and monitoring the responses of tender (Petersen, & Kadefors, 2016)

Question 20. Describe the following with reference to the selection and engagement of construction subcontractor. Answer in 50-100 words each.

Shortlisting and qualification checking.
Notifications about the outcome
Process of commencement, induction and pre-engagement

a) The qualification of the tenders and contractors is to be checked before offering a tender or contract for the project. After checking qualifications, the sub-contractors are shortlisted.

b) The income source and the average income of the sub-contractors are acknowledged by the main contractor.

c) The process includes safety induction and training on specific tasks. For pre-engagement of the sub-contractors, the safety induction is ensured and after that, the training is provided for the typical and specific construction task and activity.

Question 21. Identify the ten (10) main parameters based on which the subcontractor performance shall be managed and reviewed.

Certification of completion of the previous construction projects

License from builders and contractors

Proof of qualifications

Ongoing training sessions

Training in health and safety

Financial viability and capability

Environmental management policy

Availability of resources

Project management practices

Occupational health and safety management policy

Question 22. What are the various parameters based on which the subcontractor performance can be assessed in relation to the standard of work? Describe ten (10) such parameters.

Anecdotal evidence

Monitoring of data

Quality of the project

Efficiency and time period

Quality of previous projects

Performance records from previous associations

Project Effectiveness

Safety measures

Number of incidents and hazards

Cost control

Question 23. How would you manage the following while subcontracting the construction work? (Answer in 100-150 words).

Feedback and appeal systems
Remedial or Disciplinary action

a) feedback and appeals can be managed by carefully listening to the suggestions, queries, and advice of sub-contractors and trying to implement the right feedback and suggestions. After collecting feedback from the sub-contractors, the main contractor got to know the areas that need improvement and also try to consider their appeals regarding the project.

b) For the remedy of the project area that is not performed well, the main contractor needs to improve them and find the remedy for the particular error and mistake in the project. The main contractor guides and instructs the sub-contractor and takes disciplinary action.

Question 24. List the four (4) types of trade licences and certificate related to building construction workers.

NSW license

VIC certificate

WA certificate

QLD license

Question 25. List the four (4) examples of trades for the following categories of license classes:

Trade Work
Specialist trade work
Other Building work

Trade work- transportation skilled trades, agriculture skilled trades, service skilled trades, industrial skilled trades.

Specialist trade work- use of hand tools, HVAC, manual labor techniques, electricians, landscape designer

Other Building work- roof construction, the interior of the building, tiling, footing concrete

Question 26. What do you understand by the term ‘Sub-contract Administration’? Provide your answer in 100-150 words.

Sub-contracting is said to be outsourcing and assigning, obligations and tasks assigned under the contract to the other construction party are called the sub-contractor. When there is hard and critical contracts are taken to be completed, then sub-contracting helps the most. Some tasks are assigned to the sub-contractor party to meet the time duration of the project and to complete the project with efficiency and effectiveness. In other words, to reduce the workload or to meet the deadline of the project, sub-contractors are hired.

Question 27.

Describe any two (2) methods for monitoring the subcontractor performance. Answer in 30-50 words.
Identify the five (5) items that needs to be included in the milestone review of sub-contractors.
Identify and list any five (5) items that needs to be included in the progress report of subcontractors

a) two methods for monitoring the subcontractor performance are-

-By performing actual inspection

-By periodically monitoring the growth and performance

b) leadership of the project

decision-making on the project

follow-up the policies and regulations

productivity of the project

time duration of completion of the project

c) date of the daily report

number of daily reports

information on the workforce

progress updates

hindrances and issues at the construction site

Question 28. Describe in 150-200 words, the four (4) main components that must be included in a written subcontract.

The four (4) main components that must be included in a written subcontract-

Scope of the work

Time duration of the project

Billing and payment

Insurance

Question 29. List any ten (10) factors that could affect the timeline and contract dates to complete the sub-con’s scope of work of a project.

factors that could affect the timeline and contract dates to complete the sub-con’s scope of work of a project-

Strike of the workers

Non-availability of raw materials

Insufficient funds and capital

Non-suitable weather

Obsolete technology (Atesmen, 2014).

Failure of tools and technology

Conflicts among team members

Lack of skills and knowledge of the project

Legal factors (Emuze, F., & Smallwood, 2014).

Student and Trainer/Assessor Details

Unit code

CPCCBC5005

Unit name

Select and manage building and construction contractors

Outcome of Unit Assessment Task (UAT)

First attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:

Second attempt:

Student Declaration

· I declare that the answers I have provided are my own work. Where I have accessed information from other sources,I have provided references and or links to my sources.

· I have kept a copy of all relevant notes and reference material that I used as part of my submission.

· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

þ Vocational competencies at least to the level being delivered

þ Current relevant industry skills

þ Current knowledge and skills in VET, and undertake

þ Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)

by (insert Name) __________________________________

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your
In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨Non-English Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨Provide information or course materials in accessible format, e.g. a text book in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Assessment Task 2 – Unit Skills Test (UST) – Project report to select, review, establish terms and conditions to subcontract a part of construction job

Assessment type:

Unit Skills Test – Project report to select, review, establish terms and conditions to subcontract a part of construction job.

Assessment task description:

This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a Unit Skills Test (UST).
You arerequired to draft a project report related to select, review, establish terms and conditions to subcontract a part of construction job.
You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
You must prepare a project report to select, review, establish terms and conditions to subcontract a part of construction job by following all given instructions, for the trainer/assessor to assess competency in this assessment task.
You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
Word-limit for this assessment task is 1000 – 1100 words.
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment taskyou are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in a learning management system (i.e. ) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the skills test:

You will be required to correctly attempt all activities of this assessment task.
You will be developing a project report to select, review, establish terms and conditions to subcontract a part of construction job .
You will be expanding the knowledge and skills acquired during the previous assessment task.
Instructions to complete the project report are provided within the assessment task.

How your trainer/assessor will assess your work?

This assessment task requires the student to complete a project report to select, review, establish terms and conditions to subcontract a part of construction job .
Answers must demonstrate the student’s understanding and skills of the unit.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

Skills to write a comprehensive and detailed Project report on the selection, review and establishing terms and conditions for a subcontractor.
Skills and knowledge of the industrial legislation and contract legal matters that impact on operations, subcontractor records and information.
Written skills to correspond with subcontractors, develop a management plan and record relevant information
Organisation and management skills to manage the development of job profiles and competency statements for subcontractor appointments.
Skills to assess, manage, prioritise and document the subcontractor requirements.
Skills to determine the type and number of subcontractors and apply relevant legislation.
Skills to review the existing contractor to identify the strengths and weakness and to develop a management plan to enhance their ability
Skills to develop and establish the terms and conditions for the subcontractor.
Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
Skills to work independently/freely as well as collaboratively/together to make decisions about managing document design and development.
Skills to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.

Assessment Task 2 – Unit skills test – Project report to select, review, establish terms and conditions to subcontract a part of construction job.

Assessment Instructions

You are required to prepare a project report.
Your assessor will assess your work according to the given performance criteria/ performance checklist.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
This assessment task requires you to assume/ take on the role of a Sub-Contracts Manager who is responsible for the selection and management of the subcontractor resources for A2Z Construction contractors.
You must prepare the project report as per the provided template to them.
You must assess the performance as per the performance criteria and checklist provided.
This task is to be completed in 3 parts. The scenario / references for each part is specified.
This task is designed to have a complete understanding of the terms / references related to the relevant state and federal legislations

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Project Report:

Scenario

Assume, you are the Sub-Contracts Manager working for a construction company named A2Z Construction Pte Ltd. You are responsible for the selection and management of the subcontractor resources for A2Z. Presently, A2Z are building a three-storey commercial building in Perth, Western Australia (WA) with approx. 4500 m² of carpet area. This is purely an office building and doesn’t include any other building classes like Class 6, 7, 8 or 9 (as per NCC).

A2Z have the capability to perform most of the construction works except the following tasks (which thus need to be subcontracted):

1. Heating Ventilation and Air-Conditioning (HVAC)
2. Electrical Wiring
3. Security System
4. Carpeting

Even though A2Z have the resources to perform the flooring works, the company’s management has requested you to evaluate the advantages / disadvantages of using a subcontractor.

In this task, you need to prepare a report for selection of sub-contractors for the commercial building project. This report needs to be completed in three parts and student needs to explain the tasks for which A2Z needs to hire subcontractors. While explaining each part ensure that all the criteria’s specified under the part are addressed / explained. The word limit for each part is specified in the task.

While preparing the report the student needs to perform online research as well as contact the industry professionals and elaborate the scenario to them. For the Part.2, student should develop / explain the scenario as realistic as possible.

PT.1: Determine the subcontractor requirements and management plan for flooring sub-contractor. (600-650 words)

Benefits of using subcontractor for flooring job.
Identify the subcontractor requirements for the areas in which subcontractor is required.
Explain how to manage, prioritise and document the subcontractor requirements.
Task analysis for the areas is conducted
Subcontractor structure
Legislative requirements and how to manage the above elements

2: Review of existing HVAC subcontractor (300-350 Words)

Identify existing subcontractor’s areas of expertise
Specify the previous performance of this subcontractor
Review subcontractor performance based on anecdotal data and identify their strength and weakness.
Suggest a plan in which the subcontractor can meet the contractual obligations.

PT.3: Terms and conditions for the subcontractor engagement for flooring sub-contractor (200-250 Words)

Develop terms of engagement and scope of operations.
Identify the conditions to be met under the terms of engagement and periodical review criteria.

Assessment task template:

You must use the following project report template to complete this activity:

Project report to select, review, establish terms and conditions to subcontract a part of construction job.

A cover sheet of the unit of competency

Version control information

Disclaimer and Acknowledgement

An introduction about the project

List of symbols and their explanations

Table of contents

Main body of the report covering following Topics in appropriate details

· PR1. Subcontractor requirements and management plan for flooring sub-contractor

o Explain the elements

Assessment – 2

Part 1

Benefits of subcontractors

It helps to do the work more flexibly. It helps for one-off and the also needs to jobs which is needs for a specialist for the fast turnaround. They help to concentrate on the core business. They can complete their work on short notice and they can make the work easy and effective it specifies the type and the duration of the contract for the project with the help of the subcontractor it helps to control the cost and help to reduce confusion and also the work is effective and it can be done on time. It helps to focus on the strengths.

subcontractor requirements

A subcontractor is a construction organisation that contracts which helps the general contractor to perform the little aspects of the normal contractor’s work. They play video roles in completing the project. It helps to boost productivity levels and reduces costs. Subcontractor, it helps to control the cost and help to reduce confusion also the work is effective and it can be done on time. It helps to focus on the strengths. So, there is so much need for a subcontractor on the project site. It helps for one-off and the also needs jobs which are needed for a specialist for the fast turnaround. They help to concentrate on the core business.

Manage subcontractor requirements.

It is very important to manage the subcontractor requirement in the construction project and also take care of them in an effective way. It is important to manage their work and manage their work they can manage their work by continuously reviewing and monitoring it and by talking to them and knowing what they want. Budget and wages should be set in this way so they can have satisfied. Also. It is important to identify their need for the project. There must be an effective communication process with them to identify their requirement and needs. Also, give them oversight of the contract.

Task analysis for the areas

The area must be analysed the area for the work effectively and efficiently. In this case, there is a need to construct the three-storey commercial building have to an area is 4500 m2 of carpet area. So, in this 4500m2 area, the construction process is to be done. So, there must be an effective analysis of the task analysis area. Task analysis is an amazing tool for planning to make sure that all the risks and control and identified. Analysis of the area is very important for the success of the project. It helps to refine and define the site by determining the effective content scope.

Subcontractor structure

The subcontractor structure are should be according to the work like the a2z company does all the construction work excluding the Heating Ventilation and Air-Conditioning (HVAC), Security System, Electrical Wiring and Carpeting work so the company needs to hire the subcontractors for this and the work of subcontractors are should be in the good structure way like first of all the security work must be done in building in an appropriate way then electrical work must be done in a safe way then the carpeting work must be done and Heating Ventilation and Air-Conditioning (HVAC) are must be done in an effective and efficient manner.

Legislative requirement

There is a legislative requirement for completing the work building work in 1984. are all control the regulations of the work. It ensures the safety, health and welfare of the workers. This all process includes Benefits of subcontractors, subcontractor requirements, managing subcontractor requirements, Task analysis for the areas, and Subcontractor structure in this all process of work of construction there is a need for an effective legal process.

· PR2. Review of existing HVAC subcontractor

o Explain the elements

Areas of expertise of sub-contractor

To run the activities of heating, ventilation, and air conditioning, the sub-contractors have some skills and they should be experts in their respective areas. HVAC technicians are engaged in the installation, repair, and maintenance of refrigerators, heating, cooling, and ventilation system. They ensure that the refrigerators and compressors are properly working or cooling. There are some technicians who emphasize a particular specialty. It includes air quality and solar energy. The other technicians are specialized in maintenance, repair, and installation (Emuze, & Smallwood, 2014)

The previous performance of the subcontractor

According to the previous records of the sub-contractor, the performance is excellent. The sub-contractor successfully meets all the basic needs and requirements of the project. They also used the resources efficiently and effectively, without any wastage of resources and funds. The sub-contractor completes the project in the given time duration and there was no delay in the completion of the project. One of the strengths of the subcontractor is that they also control the cost of the raw materials of the project, as a result, the company can be in profitable condition for bearing the economic and reasonable cost for the raw materials and other items used in the project (Oviedo-Haito, et al., 2014).

Reviewing the performance and identification of the strengths and weaknesses

Before offering the tender of HVAC, it is important to review its performance and identify its strengths and weaknesses. The above HVAC sub-contractor has performed well in their previous projects and successfully completes the project as per the requirement and needs of the company. The sub-contractors have fined and skilled workers to perform the task. Strengths of them include productive work without any wastage of resources like raw materials and financial resources. They also work with the full of safety and security of workers and employees. The weakness of the subcontractor includes they request a lot of time to duration to complete the project which can increase the cost sometimes.

Plan to meet the contractual obligations

To meet the requirements and obligations of the project contract it is important to read the contract carefully and understand each and every point of need and requirement of the project. Without understanding the basic requirements of the project, it is difficult to meet the obligations. After this, the next step is to prepare a to-do list and prioritize them according to the most urgent to least urgent.

· PR3. Terms and conditions for the subcontractor engagement (for flooring sub-contractor).

o Explain the elements

Terms of engagement and scope of operations

An excellent subcontractor agreement should always include the key points that give clarity to both subcontractor and the company which is hiring the subcontractors. The contract should always include key points such as the scope of the work that is going to be performed, time duration of the project, payment procedure, termination policy of the contract, warranties, legal requirements, and insurance. The scopes of operations consist of plumbing for houses and buildings, tiling of establishments, sheet metal work and roofing, electrical wiring, stonework, and other related work.

Identification of the conditions and criteria for the periodical review

There are some conditions that have to be met under the terms of engagement. It includes maintaining and managing a clean and safe work environment. The workplace should be free of regular incidents, accidents, and hazards. Workplace incidents and hazards should be identified in advance and take precautions to avoid injuries and risks. Observation of technical equipment and tools that are used in the project activity. It should be identified that all the technologies, equipment, and tools are in good working condition and free from defects and damages. To review the performance, a notepad should be maintained and regular audits should be conducted and monitor the performance of the sub-contractors.

Keeping records of any workplace hazards, risks, and incidents. Comparing the periodic performances and check all the requirements are met or not (Ng, & Skitmore,2014).

Summary and review

Glossary

References

Your project report must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
1. Subcontractor resource requirements are assessed based on the scenario provided	q	q
2. Subcontractor requirements are managed, prioritised and documented.	q	q
3. Task analyses are conducted and managed and competences are identified.	q	q
4. Formal subcontractor structure is identified / developed for the project.	q	q
5. Industrial legislation and contract legal matters that impact on operations are researched and identified.	q	q
6. Existing subcontractor areas of expertise are reviewed.	q	q
7. Information is gathered and examined on previous performance of existing subcontractors, their work profiles and history.	q	q
8. Explained the subcontractor performance for the purpose of identifying strengths and weaknesses.	q	q
9. Management plan is developed for each subcontractor to enhance their ability to meet contractual obligations.	q	q
10.Developed terms of engagement and scope of operations.	q	q
11.Identified the conditions to be met under the terms of engagement and periodical review criteria.	q	q

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit skills test (Project report to select, review, establish terms and conditions to subcontract a part of construction job)

Student and Trainer/Assessor Details

Unit code

CPCCBC5005

Unit name

Select and manage building and construction contractors

Outcome of Unit Assessment Task (UAT)

First attempt:

Outcome (please make sure to tick the correct checkbox):

satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:

Second attempt:

Student Declaration

· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

· I have kept a copy of all relevant notes and reference material that I used as part of my submission.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

þ Vocational competencies at least to the level being delivered

þ Current relevant industry skills

þ Current knowledge and skills in VET, and undertake

þ Ongoing professional development in VET

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)

by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 3 –Unit Project – Manage the selection and engagement of a sub-contractor

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the Internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your
In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨Non-English Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨provision of information or course materials in accessible format, e.g. a text book in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Unit Assessment Task (UAT)

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a subcontractor.

Assessment type:

Unit Project (UP) –Unit Project to manage the selection and engagement of the building and construction subcontractor.

Assessment task description:

This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task requires you to complete a project.
You must complete a comprehensive project in order to successfully complete this project.
You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.
You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

This project is untimed and is conducted as open book tests (this means you are able to refer to your textbook).
You must read and respond to all criteria of the project.
You may handwrite/use computers to answer the criteria of the project.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

This assessment task is in continuation to the previous task.
You will be developing a project to address multiple aspects of administrating the selection of a construction contractor.
You will be expanding the knowledge and skills acquired during the previous assessment task.
Instructions to complete the project are provided within the assessment task.
You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

This assessment task requires the student to successfully complete and submit a project.
Answers must demonstrate the student’s understanding and skills of the unit.
You will be assessed according to the provided performance checklist/ performance criteria.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

Communication skills to enable clear and direct communication, using questioning to identify and confirm requirements, share information, listens and understand.
Skills to communicate with subcontractors on all matters regarding selection and management.
Skills to read and interpret industrial legislation and contract legal matters that impact on operations, subcontractor records and information, review tender responses.
Written skills to correspond with subcontractors, develop a management plan, record relevant information.
Skills to developing and managing subcontract tender and selection processes.
Evaluation skills to undertake and manage subcontractor evaluations for the organisation and review subcontractor performance.
Numeracy/numbers- mathematical skills to interpret/understand mathematical data to apply calculations and estimate timeframes.

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a subcontractor

Instructions to complete this assessment task:

Please write your responses in the template provided.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct
The premise of the project must be closely related to the previous assessment task.
This submission must be well presented and follow the guidelines and instructions provided.
Please follow the format as indicated in the template section below.
One of the most important steps that you can take: proofread your
Project must be of 500-700 words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.
Appropriate citations are required.
All RTO policies are in effect, including the plagiarism policy.

This assessment task requires you to assume/ take on the role of an administrator who oversees the selection of a construction contractor.

This assessment task requires you to assume/ take on the role of a Sub-Contracts Manager.

This task is to be done in 3 parts
- First part is to develop the criteria for the section and engagement of the subcontractor.
- Perform Bid Evaluation.
- Write an email
You must assess the performance as per the performance criteria and checklist provided

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Project Task: This task is in continuation with the UAT-2. This project is to be competed in 2 parts.

In this task student needs to contact and perform research on any three (3) companies (potential sub-contractors) who provides HAVC services in building construction. In this project student need to select an HVAC sub-contractor.

PT.1: Develop the criteria for the selection and engagement of the subcontractor.

In this part student needs to develop the strategies for the involvement of the HVAC contractor and implement the selection process. This should include

Engagement strategies and processes to follow to meet the project timelines.

To meet the engagement strategies and to do the project on the time it is very important that the team must give attention to their work and should complete their work on time within the time limit the supervisor and the project manager must give attention to the worker’s performance and all the resources are should be utilized in an effective way there must be proper communication and collaboration between workers for making the project successful. There must be full take care of time. Daily activity records must be mentioned in an effective way. And Supervisors have to trace it in an effective way.

Process to be followed for selection and engagement of subcontractors.

The process of selecting the subcontractor in the construction project it helps to reduce the project risk, build good relations between the parties and optimize the quality. the process is to produce a short list of the potential subcontractors for the work. It is based on the subcontractor’s technical expertise, relationship management skills, current workload and the financial stability of the company. the company is chosen according to its quality, safety and timing. Then the company compare all the things of the 3 HAVC companies and select the best one according to the benefits.

Develop a ten (10) point criteria/checklist for the evaluation of the HVAC sub-contractor

Top 10 criteria for company.
Good experience.

Company background.

Customer reviews.

Is past\old work done the companies

company maintain good safety standards?

The quality they provide in their work.

Responsiveness

Efficient to use their own equipment

Reasonable budget.

Ability to complete the work faster

PT.2 Perform Bid Evaluation

Having developed the scope of work and evaluation criteria, ask the three identified HVAC service providers to submit their techno-commercial bid for the project. Student needs to provide a bid tabulation form for the selection of the subcontractor

Develop or use the following bid tabulation using the criteria developed in the PT.1 and fill the form by specifying terms such as comply / not comply. Identify the contractor who is complying with all the criteria. The contractor who complies all the criteria will be the successful one. If multiple contractors comply with the technical criteria then further evaluation to be performed based on the cost and schedule.

Template for Bid Tabulation

Sr. No	Performance Criteria	Company-1	Company-2	Company-3
1.	Good experience	ü	ü	x
2.	Company background	ü	x	ü
3.	Customer reviews	ü	x	x
4.	past\old work done the companies	ü	ü	ü
5.	company maintain good safety standards?	ü	x	x
6.	The quality they provide in their work	ü	x	ü
7.	Responsiveness	x	ü	x
8.	Efficient to use their own equipment	ü	x	ü
9.	Reasonable budget.	x	ü	X
10.	Ability to complete the work faster.	ü	x	ü

Having performed bid-evaluation, you need to now perform the following task:

Specify the notification for the successful and unsuccessful tenders (In 30-50 Words)

successful and unsuccessful tenders

for the success of the project

TO: HVAC COMPANY

SUBJECT: INFORMATION ABOUT SUCCESSFUL TENDER

Good morning sir,

This email is Written is to provide information for the success of your tender. We want to congratulate you on your company’s successful tender. We like all the abilities of your company about your work and quality and we must appreciate your work and we are really happy to work with you.

Thank you.

for the unsuccess of the project

TO: HVAC COMPANY

SUBJECT: INFORMATION ABOUT UNSUCCESSFUL TENDER

Good morning sir,

This email is Written is to provide information about the unsuccess of your tender. We feel sorry about and sorry to announce that your company is not being selected. Sorry, we can’t work together.

Thank you.

Identify the processes for the commencement, induction and the pre-engagement requirements

The process for the induction, commencement and Premanagement before the commencement of the process of the work on the site there must be a proper analysis of the task and the site. The company should discuss with the subcontractor all the issues which is needed to receive or take under the consideration like as the worker’s health and safety program and what is wanted from the worker.

Develop and list the parameters for performance of the subcontractor and compliance with the contract requirements.

For the parameter of the performance of the subcontractor, we have to establish the effective key performance with the indicator for every activity. to evaluate the subcontractors to work against key performance and determine the reviews of the subcontractor. They must do the work in an effective way and on time and should give quality of work. Within the budget or given time. Admire the good performance and the red flags.

List the areas in which the strategic information about the subcontractor performance is required.

Based on the research you conducted, you need to complete the below templates. Most of the task is related to listing the criteria. Add rows as required or use additional sheets as required. You must complete the provided templates format to be successful in this assessment task.

Template for PT.1 / PT.2:

Criteria	List with Description.
Good experience	The company must have a great experience in their old work and also good image in the eyes of customer.
Customer reviews	The customer reviews must be good for the company and goodwill is well maintain.
Responsiveness	The company must have a responsiveness nature.
Reasonable budget.	The budget must be reasonable and effective not too high or too low.
Ability to complete the work faster.	The company must have a ability to complete the work in an effective way within a given timeline with good quality.

PT.3. Write an email (in the blank space provided) addressed to HVAC Professionals Pty. Ltd., a HVAC consultancy to fix an appointment to discuss about the following: (You must write email in 100-150 words and send it to your trainer/assessor)

Performance review outcome
Finformand appeal system information’s to challenge the review outcomes

This email is to informed you about to take your information. So, as you know you are selected to work with us and now as our company want we organise a meeting in which we done or disused about our project that how we complete it and what is needed what resources are needed and the time limit so we I want to take you appointment so I request you to please fix the dates of meeting so we start our work as soon as possible.

Thank you

Your project report must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
1. Subcontractor engagement strategies and processes are developed.	q	q
2. Processes for selection and engagement of subcontractors are managed for all applicants.	q	q
3. Subcontractor short-listing and qualification checking criteria is developedand identifies the most suitable subcontractor.	q	q
4. Successful and unsuccessful tenderers are notified about the outcomes of the selection process.	q	q
5. Processes for commencement, induction and any required pre-engagement training are identified	q	q
6. Systems that evaluate subcontractor performance and compliance with contract requirements are developed and managed.	q	q
7. Gathering of strategic information about subcontractor performance is managed	q	q

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a Sub-contractor

Student and Trainer/Assessor Details

Unit code

CPCCBC5005

Unit name

Select and manage building and construction contractors

Outcome of Unit Assessment Task (UAT)

First attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:

Second attempt:

Student Declaration

· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

· I have kept a copy of all relevant notes and reference material that I used as part of my submission.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

þ Vocational competencies at least to the level being delivered

þ Current relevant industry skills

þ Current knowledge and skills in VET, and undertake

þ Ongoing professional development in VET

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)

by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 4 –Role Play/ Presentation

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your
In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨Non-English Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨Provision of information or course materials in accessible format, e.g. a text book in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Unit Assessment Task (UAT)

Assessment Task 4 –Role Play/ Presentation

Assessment type:

Role Play/ Presentation

Assessment task description:

This is the fourth (4) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a role play/ presentation to be completed in front of your trainer/assessor.
The premise of the role-play must be closely related to the previous assessment task.
You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

This role play /presentation test is timed.
Time allowed to deliver the presentation is 15-20 minutes.
Time allowed to develop required resources for presentation is 3 weeks prior to the presentation.
You are expected to make 15-20 slides of PowerPoint presentation.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the role play:

You must not cut and paste chunk of text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation.
You must not read the presentation word-by-word and should use the presentation for reference purpose only.
You must explain the topics appropriately.
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.

Information about role-play:

Please note that the task includes participation in the role-play.
The aim of the task is to present the selection and managing the building and construction contractor.
This type of learning provides a controlled environment in which role players can practice skills, roles and processes.
In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback.
This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au.
You have to present your role play to your trainer/assessor on the due date.
Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
Please read through the instructions and assessment information carefully, prior to commencing the tasks.

How your trainer/assessor will assess your work?

This assessment task requires you to prepare a presentation and participate in a role play and present multiple aspects of selecting and managing a building or construction sub-contractor to the audience.
Presentation must demonstrate the student’s understanding and skills of the unit.
Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.
A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.
Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the play. Written feedback incorporating the feedback on your individual presentation, role-play and preparatory work will be provided within two weeks from the due date of your assessment.
Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role-play and related preparatory work is satisfactory or not satisfactory.
A copy of the observation checklist will be made available to students with this role-play task, a minimum of three weeks prior to the assessment.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

Communication skills to communicate with subcontractors on all matters regarding selection and management.
Skills to use and interpret non-verbal communication.
Skills to use language and concepts appropriate to cultural differences.
Skills to manage the subcontractor resources in an equitable and non-discriminatory manner.
Skills to conduct an interactive and creative presentation/ role-play.
Skills to develop the criteria and review subcontractor performance.
Skills to discuss the performance review outcomes, feedback and appeal systems and disciplinary actions that can be taken for a subcontractor.
Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
Skills to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.
Skills to answer the questions asked by the audience/trainer and assessor.

Assessment Task 4 –Role Play/ Presentation

Instructions to complete this assessment task:

This activity will require you to participate in a role play, assuming the role of the main contractor’s Project Manager (PM).
This task is required to be done in following two (2) parts:
Part A- presentation related to specified criteria’s.
Part B- Role-plays for demonstrating contract administration skills
You must use PowerPoint to develop your presentation.
You may use models, aids, equipment to deliver your presentation effectively.
Presentation may include diagrams, info graphics, and pictures to be interactive and interesting.
Role-plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.
During the role play, the assessor will be looking for:
- Appropriate interaction, body language and communication skills
- The student’s ability to establish rapport and defuse potentially difficult situations
- The ability to understand, interpret and answer the questions appropriately.
- Suitably documenting and presenting the topics to audience.
- The student meets the requirements of the unit of competency or performance criteria mentioned in the assessment task.
The presentation should be consistent, well organised and must cover all the criteria mentioned in the observation guide.

Resources required to complete the assessment task:

Computer
Internet
MS Powerpoint
Printer or e-printer
Adobe acrobat/reader
Learning management system

Presentation / Role Play: This task is to be conducted in two parts.

Part A: (Presentation which includes a minimum of 7 slides)

This task is in continuation for the UAT2 and UAT3. You are required to do a presentation related to selecting and managing building and construction contractors. Presentation should have minimum 7 slides.

PN-1 Criteria to review subcontractor performance.
PN-2 Areas to improve subcontractor performance
PN-3 Performance review outcomes
PN-4 Feedback and appeal process
PN-5 Remedial or disciplinary actions

Part B: (2 Scenarios in which students are to perform the role-play)

This task requires the student to participate in a role-play as per the instructions provided. One student should act as a main contractor in all the scenarios and the other students should take the other roles specified.

You are required to handle the situation with other team members (up to a team of 3-5 students)

RP.1: In this role-play, HVAC subcontractor performance has been revived and you observed that they are running late on schedule. Make an appointment with the subcontractor and explain to the subcontractor that this is not acceptable and ask for the alternatives/solutions they can offer to bring the project on schedule.

After this meeting record the minutes of the meeting and specify the actions to keep the project on track.

Manager- Good Morning! Hope you are doing well

HVAC subcontractor- Good Morning Sir!

Manager- As you know that we sign a contract of completing the HVAC project in the building.

Subcontractor- yes of course sir. I and my team is continuously working on this project.

Manager- Sounds good that you are working hard on the project, and I believe that you also keep in mind all the needs and requirements of the project.

Subcontractor- Yes Sir. We are working to meet all the requirements and needs of the contract. All the workers and project teammates make sure that the project requirements are fulfilled.

Manager- As you know that with the project quality, the time duration of the project is also important.

Subcontractor- Yes Sir

Manager- But it can be observed that your work is not meet the time limit and it is going late.

Subcontractor- I really apologize for the late work

Manager- it can not be tolerated anymore. You should instruct your team to complete the work in the given time duration. Otherwise, Unwillingly, we have to terminate the contract.

Subcontractor- Yes Sir I will instruct the team to complete the work on time. Sorry for the delays.

RP.2: In this role-play, you need to demonstrate how to take a disciplinary action against the plumbing subcontractor. There were some serious safety breaches from the subcontractor. Even after repeated warning they haven’t corrected it. The management had decided to terminate the contract with the plumbing subcontractor.

Demonstrate the scenario by you acting as the PM of the main contractor. Another student /cohort to act as the representative of the plumbing sub-con.

Specify the outcome of the meeting.

Students are expected to ask questions and the person acting as administrator is to answer the questions.

Manager- Good Morning!

Subcontractor- Good Morning Sir!

Manager- We are not very happy with your performance after our warning.

Subcontractor- I apologize for the work

Manager- After the warning, you also breach the safety measures, which can be injurious for the workers.

Subcontractor- Sir, please give me the last chance for the project. I will try to meet all your requirements.

Manager- Sorry, our company decided to discontinue the contract, and terminate this contract. Other legal formalities will be completed soon.

Your presentation will be assessed by your assessor and must cover the following “Observation guide”:

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Criteria to review contractor performance are identified and presented.	q	q
b) Presented the areas to improve subcontractor performance.	q	q
c) Presented and explained the specific performance review outcome.	q	q
d) Presented the feedback and appeal process	q	q
e) Remedial and disciplinary actions that can be taken against the subcontractor is presented.	q	q
f) Used and interpreted non-verbal language.	q	q
g) Used language and concepts appropriate to the cultural differences	q	q

Unit code

CPCCBC5005

Unit name

Select and manage building and construction contractors

Outcome of Unit Assessment Task (UAT)

First attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:

Second attempt:

Student Declaration

· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

· I have kept a copy of all relevant notes and reference material that I used as part of my submission.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

þVocational competencies at least to the level being delivered

þ Current relevant industry skills

þ Current knowledge and skills in VET, and undertake

þ Ongoing professional development in VET

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)

by (insert Name) __________________________________

References

Eom, S. J., Kim, S. C., & Jang, W. S. (2015). Paradigm shift in main contractor-subcontractor partnerships with an e-procurement framework. KSCE Journal of Civil Engineering, 19(7), 1951-1961.

Polat, G. (2016). Subcontractor selection using the integration of the AHP and PROMETHEE methods. Journal of Civil Engineering and Management, 22(8), 1042-1054.

Arneson, R. J. (2018). Equality and equal opportunity for welfare. In The Notion of Equality (pp. 237-253). Routledge.

Mahmoudi, A., & Javed, S. A. (2022). Performance Evaluation of Construction Sub‐contractors using Ordinal Priority Approach. Evaluation and Program Planning, 91, 102022.

Cocklin, M. (2021). Contractor and sub-contractor collateral warranties and third party rights. In Architect’s Legal Handbook (pp. 233-240). Routledge.

Tkáč, M., & Mésároš, P. (2019). Utilizing drone technology in the civil engineering. Selected Scientific Papers-Journal of Civil Engineering, 14(1), 27-37.

Jaafar, M., & Hiidzir, N. I. (2016). Factors of Sub-Contractor Workplace Bullying in the Construction Industry. Research Journal of Fisheries and Hydrobiology, 11(3), 255-260.

Mahmoudi, A., & Javed, S. A. (2022). Performance Evaluation of Construction Sub‐contractors using Ordinal Priority Approach. Evaluation and Program Planning, 91, 102022.

Kowshik, K., & Deepak, K. (2017). Issues related to subcontracting practices in construction projects. IJCIET International Journal of Civil Engineering and Technology, 8(1).

Petersen, D., & Kadefors, A. (2016). Social procurement and employment requirements in construction. Management, 2, 1045-1054.

Atesmen, M. K. (2014). Project Management Case Studies and Lessons Learned: Stakeholder, Scope, Knowledge, Schedule, Resource and Team Management. CRC Press.

Emuze, F., & Smallwood, J. J. (2014). Collaborative working in South African construction: contractors’ perspectives. Journal of Engineering, Design and Technology.

Oviedo-Haito, R. J., Jiménez Ayala, J., Cardoso, F. F., & Pellicer Armiñana, E. (2014). Survival factors for subcontractors in economic downturns. Journal of Construction Engineering and Management, 140(3), 40130501-40130510.

Ng, S. T., & Skitmore, M. (2014). Developing a framework for subcontractor appraisal using a balanced scorecard. Journal of Civil Engineering and Management, 20(2), 149-158.

CPCCBC5005 Diploma of Building and Construction

Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Course and Unit Details

Assessment Submission Method

Student Declaration

Assessment Plan

Plagiarism:

Collusion:

Additional Information

Feedback to student

Purpose of the checklist

Section 2: Reasonable adjustments

Assessment Task 1 – Unit Knowledge Test (UKT)

Section 2: Reasonable adjustments

Assessment Task 2 – Unit skills test – Project report to select, review, establish terms and conditions to subcontract a part of construction job.

Assessment Task 2 – Unit skills test (Project report to select, review, establish terms and conditions to subcontract a part of construction job)

Student and Trainer/Assessor Details

UAT 3 –Unit Project – Manage the selection and engagement of a sub-contractor

Purpose of the checklist

Section 2: Reasonable adjustments

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a subcontractor.

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a subcontractor

Assessment Task 3 – Unit Project (UP) – Manage the selection and engagement of a Sub-contractor

Student and Trainer/Assessor Details

UAT 4 –Role Play/ Presentation

Purpose of the checklist

Section 2: Reasonable adjustments

Unit Assessment Task (UAT)

Assessment Task 4 –Role Play/ Presentation

Assessment Task 4 –Role Play/ Presentation

References

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