Application
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. The unit requires the skills to effectively conduct building design projects, providing leadership through such means as comprehensive and appropriate role definitions for each team member; responding to the development needs of staff; ensuring compliance with required employment processes; and measuring and monitoring staff performance.
The unit supports building designers who 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.
Licensing, legislative, regulatory or certification requirements apply to this unit of competency in some States. Relevant state and territory regulatory authorities should be consulted to confirm those requirements.
Elements and Performance Criteria
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Determine staffing requirements of the organisation. | 1.1. | Organisation’s goals and requirements of the work to be undertaken are identified and analysed. |
1.2. | Information on existing staff skills and knowledge is assessed to ensure access to required mix and level of skills. | ||
1.3. | Gaps in skills and knowledge of staff are identified. | ||
1.4. | Need for additional human resources or contractors is established. | ||
1.5. | HR policies are developed and implemented to support the effective operation of staff and the organisation. | ||
2. | Measure and monitor staff performance levels. | 2.1. | Goals and objectives of individual staff members’ roles are established. |
2.2. | Performance appraisals are conducted according to organisation’s needs and using a structured performance appraisal system. | ||
2.3. | Results of performance appraisals are analysed to identify resource requirements and/or professional development needs of staff. | ||
2.4. | Support is provided to individuals and teams | ||
2.5. | Performance is managed in line with organisational and legal requirements. | ||
3. | Review and respond to professional development needs of staff. | 3.1. | Current and future professional development needs of staff are identified using a range of methods. |
3.2. | Opportunities are provided for staff members to develop their creative, design and technical skills within the organisation. | ||
3.3. | Training and development needs of staff are accounted for in budgets and operational plans. | ||
4. | Manage team effectiveness. | 4.1. | Effective and open communication channels are established and maintained with staff and contractors. |
4.2. | Updates of organisation’s plans and projects are communicated and opportunities are given to staff to be involved in planning processes. | ||
4.3. | Teams and individuals are provided with guidance to establish goals, responsibilities and accountabilities. | ||
4.4. | Effective strategies to facilitate team growth and increase motivation are developed, trialled and implemented. |
Evidence of Performance
A person demonstrating competency in this unit must satisfy the requirements of the elements, performance criteria, foundation skills and range of conditions of this unit.
The person must also analyse the staffing requirements of a business design team of at least two building designers working on large and complex projects.
In doing the above, the person must:
develop and apply a process to monitor and measure staff performance with at least two team members
demonstrate the application of methodologies to determine and fulfil team member skill development requirements
apply methodologies and processes to provide effective team leadership
manage performance issues for one team member requiring professional development in addition to that provided to all staff.
Evidence of Knowledge
A person demonstrating competency in this unit must demonstrate knowledge of:
coaching methods for staff development in the building design sector
employment and workplace legislation relating to the building design sector
leadership models and styles
performance appraisal models and procedures for their 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.
Assessment Conditions
The following must be present and available to learners during assessment activities:
equipment:
computer with internet access and business software currently used in drafting, architectural and building design practice
telephone
materials:
work products of at least two building designers for at least two projects
specifications:
project specification for the projects completed by team members
physical conditions:
building design practice with at least two team members.
Assessor requirements
As a minimum, assessors must satisfy the assessor requirements in the Standards for Registered Training Organisations (RTOs) current at the time of assessment.
Foundation Skills
This section describes the language, literacy, numeracy and employment skills essential to performance in this unit but not explicit in the performance criteria. | |
Skill | Performance feature |
Learning skills to: | apply mentoring and coaching strategies. |
Numeracy skills to: | estimate costs of staff development activities develop and use systems to measure staff performance. |
Oral communication skills to: | manage conflict communicate at project management level with staff and subcontractors. |
Reading skills to: | interpret and apply complex information, including legislation and employment agreements and contracts. |
Writing skills to: | accurately document policies using plain English prepare performance appraisal reports. |
Initiative and enterprise skills to: | analyse staffing and skills profiles identify appropriate external expertise and subcontractors establish team goals and support team in achieving goals. |
Planning and organising skills to: | manage documents manage human resources manage time, including planning and prioritising work. |
Range Statement
This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below. | |
HR policies must include: | enterprise bargaining agreements HR administration of records and databases induction processes and programs job description and performance appraisals leave entitlements work health and safety (WHS) recruitment and selection remuneration practices rewards and recognition practices termination procedures. |
Performance appraisals must be linked to outcome targets and include at least two of the following: | 360 degree feedback counselling meetings formal annual, half yearly or quarterly performance appraisals informal one-to-one review discussions probationary reviews. |
Providing support to individuals and teams must include at least two of the following: | 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 must be determined by at least two of the following: | analysis of change to work practice or process customer feedback individual staff request for training introduction of new technology or software application, such as three-dimensional (3-D) modelling performance appraisal staff survey supervisor report on individual staff. |
Motivation theories must include at least one of the following: | David C. McClelland’s theories of achievement motivation Herzberg’s motivation theory Maslow’s hierarchy of needs Theory X Theory Y. |
Sectors
Building design