Construction Project Management: Applying Core Modules for Successful Delivery

Understanding complexity and maturity models for project management

The aim of this task is to enable you to apply your knowledge from the programme to the management of construction projects. This involves implementing lessons from core modules to develop an integrated approach to the understandings of how project managers successfully deliver construction projects.

The task will involve:

• Demonstrating the application of lessons learned from core modules to a case study.

• Understanding complexity and maturity models for project management.

• Distinguishing specific project management activities and allocating roles in the life cycle.

• Analysing processes in construction projects and proposing strategies and tactics.

• Synthesising a range of theories and practices from different modules into an organised approach for applying good practice in project management.

• Exploring the changing nature of knowledge and practice in the management of project environments and construction organisations and how these changes bring new opportunities and challenges for project managers.

Objectives

• To explain a range of activities that a project manager carry out in managing a project.

• To critique current practice, such that you may offer insights for improvement.

• To offer suggestions of effective project management development.

• To organise and produce a case study report that demonstrates a clear understanding of what project managers do.

[Note: this case study is based on an actual project. You are not required to perform any further research on the details of the case study project. All of the information you require is relation to the project is contained within this briefing note. Do NOT to contact any of the firms or people mentioned in this brief. If needed, you can make appropriate assumptions.]

Project Description – the relocation and expansion of Cheery Garden Special School

The project is the design and construction of a £15m new-build primary school (see Figure 1 below) in London. The existing school site in Bermondsey is no longer suitable for the pupils needs and, being land locked, cannot expand any further. The school will be relocated to Peckham Rye.

Cheery Garden School is a specialist educational (SEN) needs school. The number of pupils in the School with complex special needs has increased and the local authority (LA) is expanding the school from the present 46 pupils to 75 places, plus a 10-place Nursery and 8-place Satellite Class.

New site location

The construction of the new school on a former School site in Peckham Rye (see Figure 2) will allow the school’s current site to be released as part of the council’s new housing programme. The new site will allow the school to maximise outdoor play and provide a purpose built school to match the complex needs of the pupils and give wider support to parents/carers. The new school will also provide outreach support to main stream primary schools by providing special educational needs and disability (SEND) training for teachers and additional learning opportunities for SEND pupils in main stream education via ‘satellite’ classroom in the new building.

Distinguishing specific project management activities and allocating roles in the lifecycle

Construction

The new building consists of two storeys, with KS1 and KS2 [1] on the ground floor and EYFS on the first floor, opening onto a large external play terrace.

The building structure is constructed with pile foundations and steel frame with pre-cast concrete floor planks. The external walls are formed with lightweight metal frame cladding, brickwork and timber composite windows. Internals consist of standard plasterboard partitions, grid ceilings and extensive mechanical and electrical equipment, along with sprinklers.

Over and above a standard primary school, this school includes a number of specialist facilities to cater for the SEN pupils, including: a hydrotherapy pool, a trampoline room, soft play and sensory rooms and a hoist system throughout the building to transfer the pupils from one space to another.

Note [1]: The national curriculum is organised into blocks of years called ‘key stages’ (KS). EYFS: Early Years Foundation Stage is a framework for children up to the age of five.

KS1: Key Stage 1 is the legal term for the two years of schooling in maintained schools in England and Wales normally known as Year 1 and Year 2, when pupils are aged between 5 and 7. KS2: Key Stage 2 is the legal term for the four years of schooling in maintained schools in England and Wales normally known as Year 3, Year 4, Year 5 and Year 6, when the pupils are aged between 7 and 11 years.

A two-stage Design and Build procurement approach was adopted (i.e. client-led design). Your firm, as the principal contractor, was appointed by way of a mini-competition, in line with the procedure prescribed by the Improvement and Efficiency South East (iESE) framework arrangements.

The procurement for stage 1, pre-construction services followed the standard iESE two-stage approach, in which your firm as the principal contractor has the following core responsibilities:

Stage 1 Pre-construction

• Fully developing the design proposal from RIBA Outline Plan of Work 2013 Work Stage 3 onwards.

• Packaging and competitively tendering the work on an open book basis.

• Submitting contractor’s proposals and pricing document, including the proposed contract sum, for decision by the council.

Stage 2 Construction

• Carrying out and completing the work in compliance with the contract documents. Project timeline

Stage 1: Pre-construction services was awarded in November 2017.

Full-planning permission was received for the new Cheery Garden School development in October 2017.

From the Stage 2 process, ‘Enabling Works’ contract was awarded in January 2017. The enabling works included the demolition of exiting building, removal of obstructions in the ground and additional asbestos and utility service terminations along with Japanese knotweed removal.

Analysing processes in construction projects and proposing strategies and tactics

• Establishing site

• Ground works

• Steel superstructure

• Internal walls and services installation

• Roofing

• External walls

• Internal ceilings, flooring and decorations

• Landscaping

• Exit plan – phasing and handover sequence

The client - London local authority X

The client is a London local authority X (hereafter LA X). The LA X has instructed you that they have awarded the following contracts:

Firm(s) Scope of services

Company A Project Management consultant, and employer's agent; contract management services

Company B Clerk of Work

Company C through the LA’s framework Providing ICTs for the School (e.g. whiteboard, telephone, computers)

Cherry Garden School

Cherry Garden is a school for children with special educational needs (SEN) – specifically for pupils with an Education, Health and Care Plan for profound and multiple learning difficulties (PMLD) and autistic spectrum disorder (ASD). Over 50% of the children have PMLD, meaning they have a physical and mental impairment which significantly affects their ability to understand and learn. The children with ASD typically have deficits in communication and social interaction and awareness.

Each child is unique and many children have inter-related needs such as learning difficulties and a sensory impairment or medical needs.

Key objectives:

1. Provide flexible and adaptable spaces to meet the changing needs of the children

2. Simple circulation and considered planning so the children feel secure and comfortable

3. Provide enough education space to increase play-based learning

4. Provide a variety of high-quality external play spaces that are accessible to all

5. Maintain good community links – open up the school out of hours so parents can use the facilities with their children (e.g. hydrotherapy pool/specialist play)

Design concepts - 4 ‘Big Moves’:

1. Strong identity – the entrance is on the prominent corner of the site to create a strong identity and give it a strong presence in the community.

2. Street frontage – pushing the building up to the northern boundary of the site repairs the historical street pattern and provides an active frontage along a street which is currently little overlooked.

3. Efficient plan – accommodation is arranged in two blocks – community and more public spaces located along Bellenden Road, and less public teaching spaces within the centre of the site. 4. Building defines play space – the building divides the site into three distinct play spaces

which can be used by different children of different ages and abilities.

Synthesising a range of theories and practices from different modules into an organised approach for applying good practice in project management

Assume you were the project manager for the ‘main works’ project, employed by one of the UK's leading large principal contractors. Your firm has over 250 employees and a national area of activities.

Question 1: Stakeholder management

Your firm and you have no experience in designing and constructing a specialist educational needs (SEN) school.

• Who is the project client?

• Who are the key stakeholders involved in this project?

• What would be your plan for managing stakeholders who have various interests?

Question 2: Risk management

At the start of the project you have been asked to prepare a schedule of risks with mitigation plans.

(Note: for the purpose of this assignment, please focus on ‘key risks’ only.)

• What do you see as the significant risks which a project manager could anticipate?

• How would you approach risk management – are there any processes which you would put in place?

• Are there risks beyond the project manager’s control? What would you do about these?

Question 3: Public engagement

It is expected that dust and construction noise, and site traffic / deliveries on site during construction will be significant. In particular, the site is adjunct to some residential properties. Neighbours can complain to the local authority during construction.

• Would you try to deal with the issue in advance or deal with the problem if it arises during construction?

• If anticipating, then what could you do?

• Who would have to agree to a solution?

• Where should any arrangements be recorded?

• What arrangements would you make to engage with neighbours during construction?

• How would you deal with unexpected problems?

Question 4: Time management

Assume that in March 2021, you are aware that the project is unlikely to meet the practical completion date (e.g. more than 50% critical activities are late).

- What are your options?

- How could you encourage or incentivise the team to find solutions?

- How are you going to communicate this issue with your client?

- How would you record changes / agreements?

- Do you see any risks in late changes to the contracts?

Question 5: Supply chain management

Your firm has grown aware of the unique competitive advantage offered by its supply chain. They are

interested in ensuring that they continue to develop their relationships with their key sub-contractors.

• What techniques and methods might be used in this project to develop an integrated approach to construction supply chains so that you can manage the key risks of this project?

Question 6: Project completion

Assume that the project is about to complete and is moving towards the handover stage.

• How are you going to demonstrate your commitment made at the procurement stage with respect to the Government Soft Landings principles to improve knowledge transfer and handover?

• How are you going to ensure that the project is closed and lessons learned are captured?

Question 7: Sustainability

The client is expecting your firm to deliver direct benefits to the local community and local residents.

• Identify three commitments (means) from your firm to be delivered under the proposed contract with respect to sustainability considerations (i.e. economic, social and environmental considerations).

Question 8: Innovation / new technology

The directors of your firm have heard that there are IT / ICT applications in the market that can help a construction contractor to improve their management. The site has been chosen by your firm to be a demonstration project in introducing innovations.

• Analyse the kind of software and hardware that is currently available for construction contractors?

• Make recommendations for one aspect of ICT that is likely to have an impact on improving a contractor’s performance.

• In the case of this specific project, what kind of IT provision might help you to deliver the best value to your client and improve your project productivity?