Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPBDN8004A Mapping and Delivery Guide
Lead the building design team

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CPPBDN8004A - Lead the building design team
Description This unit of competency specifies the outcomes required to lead and manage a building design team. The skills to coordinate the team’s technical and creative skills to meet client needs are of critical importance. It also specifies the skill requirements for effectively conducting the project, providing comprehensive and appropriate role definitions for each team member, and measuring and monitoring staff performance.The unit also covers the ability to provide leadership, respond to the development needs of staff, and ensure compliance with required employment processes.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit of competency supports building designers who scope and manage the initiation and planning of design projects for large and complex buildings, including construction Type A buildings defined by the Building Code of Australia (BCA). In managing these projects, building designers work with other team members who may be employees of the practice or contractors.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine staffing requirements of the organisation
  • Organisation’s goals, and requirements of the work to be undertaken, are identified and analysed.
  • Information on existing staff skills and knowledge is assessed to ensure access to the required mix and level of skills.
  • Gaps in the skills and knowledge of staff are identified.
  • Need for additional human resources or contractors is established.
  • HR policies are developed and implemented to support the effective operation of staff and the organisation.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person should demonstrate the ability to:

analyse the staffing requirements of a business design team working on large and complex projects

develop and apply a process to monitor and measure staff performance with at least two workers

demonstrate the application of methodologies to determine and fulfil staff skill development requirements

apply methodologies and processes to provide effective team leadership.

Context of and specific resources for assessment

Assessment of this unit:

must be in the context of the work environment

may be conducted in an off-site context, provided it is realistic and sufficiently rigorous to cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills

must meet relevant compliance requirements.

Resource implications for assessment include:

access to:

suitable assessment venue and equipment

suitable simulated or real opportunities and resources to demonstrate competence

assessment instruments.

Method of assessment

Assessment for this unit must verify the practical application of the required skills and knowledge, using one or more of the following methods:

written and/or oral assessment of the candidates required knowledge for the unit

observed, documented and/or firsthand testimonial evidence of the candidates

implementation of appropriate procedures and techniques for the safe, effective and efficient achievement of the required outcomes

identification of the relevant information and scope of the work required to meet the required outcomes

identification of viable options and the selection of options that best meet the required outcomes

consistently achieving the required outcomes.

Guidance information for assessment

This unit could be assessed on its own or in combination with other units relevant to the job function.

Where applicable, physical resources should include equipment modified for people with disabilities.

Access must be provided to appropriate learning and/or assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

administration and management skills to:

manage documents

manage human resources

manage time, including planning and prioritising work

analytical and problem-solving skills to:

analyse staffing and skills profiles

develop effective approaches to building staff expertise

manage workplace performance

identify appropriate external expertise and subcontractors

interpersonal skills to:

interact with staff and subcontractors

manage conflict

language, literacy and numeracy skills to:

communicate at project management level with staff and subcontractors, including:

coaching

writing reports

interpret and apply complex information, including legislation and employment agreements and contracts

leadership skills to:

establish team goals

support team in achieving goals

team building skills to manage professional development of team members

Required knowledge

coaching methods

employment and workplace legislation

leadership models and styles

performance appraisal models and use

process for skills needs analysis

processes and procedures for goal setting

processes and procedures for human resource planning

psychology of teams to facilitate team development and effectiveness

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

HR policies may include:

enterprise bargaining agreements

HR administration of records and databases

induction processes and programs

job description and performance appraisals

leave entitlements

OHS

recruitment and selection

remuneration practices

rewards and recognition practices

termination procedures.

Performance appraisals may be linked to outcome targets and may include:

360 degree feedback

counselling meetings

formal annual, half yearly or quarterly performance appraisals

informal one-to-one review discussions

probationary reviews.

Support provided to individuals and teams may include:

additional capital resources, such as updated software or technology

additional human resources

buddy systems

coaching

counselling

mentoring

on or off-the-job training and development.

Professional development needs of staff may be determined by:

changes to work practices and processes

customer feedback

individual staff requests for training

introduction of new technologies or software applications, such as 3-D modelling

performance appraisals

staff surveys

supervisor reports on individual staff.

Motivation theories may include:

David C. McClelland’s theories of achievement motivation

Herzberg’s motivation theory

Maslow’s hierarchy of needs

Theory X

Theory Y.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Organisation’s goals, and requirements of the work to be undertaken, are identified and analysed. 
Information on existing staff skills and knowledge is assessed to ensure access to the required mix and level of skills. 
Gaps in the skills and knowledge of staff are identified. 
Need for additional human resources or contractors is established. 
HR policies are developed and implemented to support the effective operation of staff and the organisation. 

Forms

Assessment Cover Sheet

CPPBDN8004A - Lead the building design team
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CPPBDN8004A - Lead the building design team

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: