Unlike most things in life, we can’t buy more time! What we can do is develop some skills and habits that will help us make the most of our time. This course offers a time management process to follow along with a set of skills and habits to develop that will help you get control of your time.
- Can you choose and use a leadership style that works for your team for different situations?
- Do you know what qualities people expect from a leader?
- Do you have a clear idea of your leadership qualities?
- Do you know how to develop your leadership areas?
- summarise the legal principles which may apply to the right to seek payment;
- understand the options available to enforce the right to payment;
- look at the changes to the Housing Grants, Construction and Regeneration Act 1996 effected by The Local Democracy, Economic Development and Construction Act 2009;
- decide whether (and what) steps to take to recover outstanding payment for work done or services performed;
- consider the legal principles which may apply to the right to seek payment;
- consider those principles which affect the recovery options available.
The objective of this title is to introduce you to a company’s Annual Report and Accounts and to guide you through the various statements disclosed in such a report so that you can:
- understand their purpose;
- understand the terminology of accounting;
- analyse the information in the Annual Report to help assess the company’s performance, position, risk, etc.;
- know the key factors to look for when examining a company's Annual Report.
Once you have worked through this title, you should be in a position to be able to analyse an Annual Report and to make some sense and draw some conclusions on the company’s financial year and its position at the date of the Annual Report and, to a certain extent, use the analysis and other information in the Annual Report to judge the future prospects of the company.
Clearly, this study guide is at an introductory level so you will find some further reading guidance at the end of this Guide.
- discuss the demands placed on a construction project manager and appropriate skills, recent developments and tasks necessary for fulfilling those demands;
- appraise client requirements and the project critical success factors in relation to time, cost, quality, value, and environment over the project life cycle;
- identify assessment criteria in the project brief;
- assess design options and apply the principles of Whole Life Costing;
- evaluate the range of procurement routes and recommend strategic project organisation systems for securing most efficient and effective project outcomes;
- activate a project and organise a project team;
- develop an operations plan by using techniques for planning, scheduling and control of projects.
- describe what management tools contractors can utilise in order to minimise any defects during the construction process;
- describe the Error Cause Removal (ECR) phase of the Zero Defects programme and the components of the ECR procedure;
- explain the purpose of the Operation and Maintenance (O&M) Manual or Facilities Manual, and detail exactly who is responsible for its commissioning and preparation;
- identify why a purchaser of a newly constructed building should require a warranty from the architect who designed the building;
- recognise the requirements of a valid warranty within a simple form of contract;
- identify exactly what is covered by the latent defects insurance and whether this replaces the need for warranties;
- assess what measures the client can take to ensure that the contractor delivers a building which meets all the performance requirements;
- outline what evaluations take place during the life-cycle of a project and before the post-project evaluation;
- explain the objectives, scope and purpose of post-project evaluation, and the techniques used in the process.
- Understand the different facets of being a leader: leadership, management and facilitator.
- Choose a leadership style and match it to the team and situation
- Understand the different qualities expected in a leader: 15 are explored in detail
- Assess your development needs and identify how to bridge development gaps
- Identify behaviours that build and destroy team trust
- Recognise how trust affects teamwork, participation and corporation
- Analyse how different world views can affect the ability of individuals to build trust
- Facilitate team members in undersatnding each other's world views
- Recognise how ground rules impact culture and team dynamics
- Identify and describe what kinds of interaction and processes need explicit ground rules
- Act positively when rules are broken to preserve collaboration and stop competition
- Encourage challenges to the culture to keep it dynamic and relevant.
- Recognize the positive benefit of goals on individual and team performance
- Recognise an individual’s reaction to group culture and dynamics
- Use questioning skills and empathy to help all members of the team to contribute fully
- Use the team’s culture to identify how to improve team performance
- Identify the level of cohesion and collaboration within the group
- Identify different team roles and plan how to use them positively to improve team performance and cohesion.
- Use the Tuckman model as a framework for analysing the team's stage of growth and predicting needs.
- Understand the iterative and non-linear nature of team growth.
- Identify the characteristics and behaviours at each stage of growth.
- Anticipate the problems associated with each stage.
- Facilitate movement from one stage to the next.
- Incorporate coaching into leadership style and approach
- Understand what benefits coaching will bring personally, to the organisation and the learner
- Work to break down barriers to coaching
- Identify when coaching will be most appropriate
- Describe what success looks like in a coaching project
- Identify and adopt different coaching approaches, depending on the person being coached
- Differentiate between learner and coach centred techniques
- Use learner centred behaviours to “pull” the process forward – showing understanding, drawing out through questioning, helping the learner work out their own solutions, asking the learner for feedback
- Use coach centred behaviours to “push” the process forward – giving advice, sharing experiences, giving feedback, stating expectations
- Understand what skills need to be developed to become a great coach
- Establish a sound coaching relationship
- Set SMART goals that develop the individual through work
- Establish what is happening and what can be done
- Develop, with the learner, a set of options to gain and use new skills
- Develop a set of scheduled actions and gain commitment to completing those actions
- Use a process like the GROW model to coach
- Maintain momentum beyond the initial enthusiasm
- Maintain the GROW process
- Review and monitor progress
- Uncover limiting beliefs
- Manage issues with the coaching relationship
- Acknoledge and celebrate success in a meaningful way
- Pull out the positive aspects of performance
- Develop personal coaching skills
- Be able to get a meeting off on the right track
- Set realistic, action-focused meeting objectives
- Invite the right people
- Plan the agenda to support the objectives
- Book a suitable venue
- Distribute the meeting information
- Plan how to facilitate everyone’s participation; arm yourself with appropriate tools and techniques
- Encourage participation, use relevant, low risk, engaging ice breakers
- Use language positively supporting participation
- Create an inclusive climate where people feel able to voice their opinions
- Generate and capture ideas, opinions and facts as well as decisions and actions points
- Manage flow, planning how to use meeting time effectively
- Monitor progress, with purpose firmly in mind, flex and re-plan to fit
- Close - summarise actions and decisions, get commitment
- Use a combination of five techniques to unstick a group that’s encountered a problem
- Diagnose why a group is low energy, unresponsive, experiencing patchy participation, emotional or off agenda
- Energise a low energy group and know how to turn an unresponsive group and team members around
- Reassure an emotional group
- Get a group that’s off agenda back on track
- Understand the causes of conflict
- Recognise the impact of conflict on team dynamics
- Use conflict to positively affect the team
- Identify individual responses to conflict: compromise, accommodate, compete, collaborate, avoid
- Develop and use a coping strategy for each response
- Use a systematic approach to conflict resolution
- Understand what barriers people put up to participation
- Judge when behaviour has become difficult and merits intervention
- Know what can be achieved and what goals are realistic
- Use appropriate techniques to intervene directly, indirectly, through the group or one-on-one
- Learn how to manage effectively a range of behaviours