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| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | Nottingham Trent University | Module Title | CONM40002 Planning & Managing Construction Work |
(NQF Level 7)
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Module Code: CONM40002 |
Module Title: Planning & Managing Construction Work |
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Programmes Involved: MSc Construction Management |
Level: 7 FT & PT |
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Maximum Word Limit: Task : Max 9000 words |
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The module introduces you to project environments in which the construction industry operates. Its aims are to:
The assessments on this module are intended to help you meet and assess your achievement of the learning outcomes as stated above for this module. It will contribute towards your overall aggregate grade for this module. The assessment criteria are clearly set out within the assignment brief and it is in your own interests to ensure that your work addresses the assessment criteria clearly and in a logical sequence. If you are unsure or unclear about any aspect of what is required of you, you should contact the assignment author or module leader straight away.
The project comprises a series of tasks to be undertaken individually or in teams as set out in the assignment brief. Additional briefing notes are issued as the project progresses to provide additional guidance and support to the assessed tasks.
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Assessment Criteria |
Further Guidance |
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1. 100% Portfolio - comprising two tasks |
Refer to assessment brief and briefing notes issued as the project progresses. |
General Level Descriptors Postgraduate NQF Level 7
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Students learning at this level will demonstrate: |
Students will typically be able to: |
Students will also have: |
- to evaluate critically current research and advanced scholarship in the discipline - to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. . |
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This section provides further information on the module’s assessment where appropriate. Feedback, both formative and summative will provided in a variety of formats including both verbal and written throughout the progression of the project in accordance with NTU policy.
PLAGIARISM
The use of any material produced by third parties in connection with the project, other than that issued as a part of this module, is strictly forbidden, and will be treated as plagiarism in accordance with the University’s regulations.
Are You Looking Solution of CONM40002 Assignment
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Produce a Planning Portfolio and report for a three storey office building project including a WBS, Activity table and a Gantt chart showing construction phases, work packages, activities and dependencies.
To be submitted:
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LEARNING OUTCOMES ASSESSED |
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Knowledge and understanding |
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2 |
Critically appraise the use of information technology to solve complex construction planning/management problems |
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Critically review the utilisation of resources in construction projects and propose effective solutions to resource issues. |
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Skills, qualities and attributes. |
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5 |
Develop interpersonal and presentation skill through individual and group activities. |
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6 |
Identify problems and propose innovative and/or creative solutions in the context of practical application and delivery of construction projects, including the use of information technology. |
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7 |
Collect and integrate project information and data from a variety of sources, analyse, evaluate, interpret and present information in a systematic manner. |
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9 |
Demonstrate critical ability to management of projects. |
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Class |
Grade |
Grade point |
General Characteristics |
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DISTINCTION
(Excellent) |
Exceptional Distinction |
16 |
Exceptional breadth and depth of knowledge and understanding of project planning techniques demonstrated and evidenced by own independent insight and critical awareness of relevant literature and concepts at the forefront of the discipline; evidence of extensive and appropriate independent inquiry operating with advanced concepts, methods and techniques to solve problems in unfamiliar contexts; planning techniques have been executed without error and with exemplary presentation. Cogent arguments and explanations are consistently provided using a range of media demonstrating an ability to communicate effectively in a variety of formats using a sophisticated level of the English language in an eloquent and professional manner to both technical and non-technical audiences; a sustained academic approach to all aspects of the tasks is evidenced; academic work extends boundaries of the disciplines and is beyond expectation of the level and may achieve or be very close to a professional/commercial standard. |
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High Distinction |
15 |
Excellent knowledge and understanding of project planning techniques demonstrated and evidenced by clear independent insight and critical awareness of relevant concepts some of which are at the forefront of the discipline; evidence of appropriate independent inquiry operating with core concepts, methods and techniques to solve complex problems in mostly familiar contexts; planning techniques have been executed without significant error and with excellent presentation. Arguments and explanations are provided that are well-supported by the literature and in some cases uses a range of media demonstrating an ability to communicate effectively in a limited number of formats using own style that is suited to both technical and non-technical audiences; a sustained academic approach to most aspects of the tasks is evidenced; one or more aspects of the academic work is beyond the prescribed range and evidences a competent understanding of all of the relevant taught content. |
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Mid Distinction |
14 |
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Distinction |
13 |
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COMMENDATION
(Very good) |
High Commendation |
12 |
Very good knowledge and understanding of project planning techniques demonstrated and evidenced as the student is typically able to independently relate taught facts/concepts together some of which are at the forefront of the discipline; evidence of some competent independent inquiry operating with core concepts, methods and techniques to solve familiar problems; planning techniques have been executed with very minor error and with very good presentation; Arguments and explanations are provided that are typically supported by the literature and in some cases may challenge some received wisdoms; competently uses all taught media and communication methods to communicate effectively in a familiar settings; an academically rigorous approach applied to some aspects of the tasks is evidenced; some beyond the prescribed range, may rely on set sources to advance work/direct arguments; demonstrates autonomy in approach to learning. |
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Mid Commendation |
11 |
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Commendation |
10 |
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PASS (Good) |
High Pass |
9 |
Good knowledge and understanding of the area of project planning techniques demonstrated, but balanced towards the descriptive rather than critical or analytical and mostly confined to concepts that are not at the forefront of the discipline; evidence of some independent reading and research to advance work and inform arguments and approaches; Arguments and explanations are limited in range and depth although some are adequately supported by the literature albeit descriptively rather than critically; competently uses at least one taught media and communication method to communicate appropriately in familiar settings; although the approach applied to some aspects of the tasks may lack academic rigour, there are some clear areas of competence within the prescribed range. planning techniques have been executed with some minor errors and with good presentation; Relies on set sources to advance work/direct arguments and communicated in a way which shows clarity but structure may not always be coherent. |
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Mid Pass |
8 |
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Pass |
7 |
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FAIL
(Insufficient) |
Marginal Fail |
6 |
Knowledge and understanding of project planning techniques is marginally insufficient as the student is typically only able to deal with terminology, basic facts and concepts; Adequate knowledge of concepts within the prescribed range but fails to add meaningful detail or make sufficient links between concepts and facts to adequately solve problems posed by the assessment; planning techniques have been executed with errors and/or with poor presentation; some ability to independently select and evaluate reading/research however there is a strong reliance on set sources and to provide descriptive and unsubstantiated arguments/methods; communication/ presentation is competent in places and at a threshold level as it fails to demonstrate clarity and focus; inability to adequately define problems and make reasoned judgements; The general approach to tasks lacks rigor and where there is competence and rigor, it is not sustained. |
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Mid fail |
4 |
Knowledge and understanding of project planning techniques is insufficient as the student only evidences an understanding of small subset of the taught concepts and techniques; fails to make sufficient links between known concepts and facts to adequately solve relevant aspects of the brief/problem; planning techniques have been executed with significant errors and/or with very poor presentation; little ability to independently select and evaluate reading/research with almost total reliance on set sources and unsubstantiated arguments/methods; communication/presentation may be competent in places but fails to demonstrate structure, clarity and/or focus; inability to adequately define problems and make reasoned judgements; The general approach to tasks lacks rigor and competence. |
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Low Fail |
2 |
Knowledge and understanding project planning techniques is highly insufficient as the student is unable to evidence any meaningful understanding of two or more taught concepts or methods; very limited evidence of reading and research to advance work; inadequate technical and practical skills as the student is unable to use and apply such skills to address problems or make judgements; planning techniques have been executed with significant errors and/or with very poor presentation; limited or lack of understanding of the boundaries of the discipline and does not question received wisdom; approach to learning lacks autonomy and approach to tasks is not sustained; inability to communicate coherently. |
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ZERO |
Zero |
0 |
Work of no merit or absent, work not submitted, penalty in some misconduct cases. |
The UK Government Construction strategy 2025 sets out an ambition to see the construction sector reduce the cost of project delivery, half the time for delivery and substantially reduce the environmental impact. Keeping the deliverables in mind, the UK government proposed that these significant improvements in cost, value and carbon performance can only be achieved through innovative use of technology and using open sharable asset information through Building Information Modelling (BIM). You are required to provide a group report critique on the following project management aspects.
Note:
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LEARNING OUTCOMES ASSESSED |
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Knowledge and understanding |
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1 |
Critically appraise and apply appropriate project management methodologies. |
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2 |
Critically appraise the use of information technology to solve complex construction management problems |
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4 |
Demonstrate a systematic knowledge and critical understanding of building information modelling applied to construction projects |
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Skills, qualities and attributes. |
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5 |
Develop interpersonal and presentation skill through individual and group activities. |
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7 |
Collect and integrate project information and data from a variety of sources, analyse, evaluate, interpret and present complex information in a systematic manner. |
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8 |
Critically appraise and apply the use of information technology, including planning, risk management and building information modelling to construction projects |
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9 |
Demonstrate a critical flexibility to the management of projects |
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Class |
Grade |
Grade point |
General Characteristics |
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DISTINCTION
(Excellent) |
Exceptional Distinction |
16 |
Exceptional breadth and depth of knowledge and understanding evidenced by own independent insight and critical awareness of relevant literature and concepts at the forefront of the discipline. Evidence of extensive independent inquiry and contextualisation with construction industry and other industry’s contexts. Cogent arguments and explanations are provided consistently and ability to communicate effectively in a variety of formats using a sophisticated level of the English language in an eloquent and professional manner to both technical and non-technical audiences. A sustained academic approach to all aspects of the tasks is evidenced; Submitted work extends boundaries of the disciplines and is beyond expectation of the level and may achieve or be very close to publishable or commercial standard. |
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High Distinction |
15 |
Excellent knowledge and understanding evidenced by some clear independent insight and critical awareness of relevant concepts some of which are at the forefront of the discipline. Evidence of appropriate independent inquiry operating with core concepts from construction industry’s contexts; Arguments and explanations are provided that is well-supported by the literature and in some cases uses a range of media demonstrating an ability to communicate effectively in a limited number of formats using own style that is suited to both technical and non-technical audiences. A sustained academic approach to most aspects of the tasks is evidenced; one or more aspects of the submitted work is beyond the prescribed range and demonstrates a competent understanding of all of the relevant taught content. |
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Mid Distinction |
14 |
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Distinction |
13 |
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COMMENDATION (Very good) |
High Commendation |
12 |
Very good knowledge and understanding is evidenced, as the student is typically able to independently relate taught facts/concepts together with some of which are at the forefront of the discipline. Evidence of independent inquiry operating with core concepts in relation to construction industry; Arguments and explanations are provided that are typically supported by the literature and wisdoms; competently uses all taught media and communication methods to communicate effectively in a familiar settings. Evidence of academically rigorous approach applied to some aspects of the tasks; some may rely on set sources to advance work/direct arguments; demonstrating autonomy and independent approach to learning. |
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Mid Commendation |
11 |
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Commendation |
10 |
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PASS
(Good) |
High Pass |
9 |
Good knowledge and understanding of the area of study but being descriptive rather than critical or analytical and mostly confined to concepts that are not at the forefront of the discipline. |
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Mid Pass |
8 |
Evidence of some independent reading and research to advance work and inform arguments and approaches but arguments and explanations are limited in range and depth although some are adequately supported by the literature albeit descriptively rather than critically. Adequately uses at least one taught media and communication method to communicate appropriately in familiar settings; the approach applied to some aspects of the tasks may lack academic rigour. There are some clear areas of competence within the prescribed range. Relies on set sources and direct arguments with clarity but structure may not always be coherent. |
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Pass |
7 |
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FAIL
(Insufficient) |
Marginal Fail |
6 |
Knowledge and understanding is marginally insufficient as the student is typically only able to deal with terminology, basic facts and concepts; Adequate knowledge of concepts within the prescribed range but fails to add meaningful detail or make sufficient links between concepts and facts to adequately solve problems posed by the assessment. Some ability to independent reading but provides descriptive and unsubstantiated arguments/methods; communication/presentation is and competence at a threshold level and fails to demonstrate clarity and focus; inability to adequately address cwork brief, define problems and make reasoned judgements. The general approach to tasks lacks academic rigor and competence. |
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Mid fail |
4 |
Knowledge and understanding is insufficient as the student only evidences an understanding of small subset of the taught concepts and techniques; fails to make sufficient links between known concepts and facts to adequately solve relevant aspects of the brief/problem. Demonstrates only little ability to evaluate reading/research with almost total reliance on set sources and unsubstantiated arguments/methods; communication/presentation may be incompetent and fails to demonstrate structure, clarity and/or focus. Inability to adequately define problems and make reasoned judgements; The general approach to tasks lack rigor, competence and clarity. |
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Low Fail |
2 |
Knowledge and understanding is highly insufficient as the student is unable to evidence any meaningful understanding of two or more taught concepts or methods; very limited evidence of reading and research to advance work; inadequate technical and practical skills as the student is unable to use and apply such skills to address problems or make judgements. Limited or lack of understanding of the boundaries of the discipline and does not provide required level of clarity; approach to learning lacks autonomy and approach to tasks is not sustained; inability to communicate coherently. |
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ZERO |
Zero |
0 |
Work of no merit or absent, work not submitted, penalty in some misconduct cases. |
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