Group project in the construction industry
3
Link
HNC in Construction and the Built
Environment: Unit 5 Group project
in the construction industry,
learning outcome 3, assessment
criterion 3.1; learning outcome 4,
assessment criteria 4.1–4.2.
Evaluation and
presentation
techniques
In this topic guide you will learn about the methods for evaluating group
performance, and presenting records of project development and group
activity to interested audiences.
This topic guide covers:
•• evaluating the project and making recommendations for improvement
•• the format and content of project data
•• project presentation techniques
•• making presentations.
1
Group project in the construction industry
1Evaluating the project and making
recommendations for improvement
The purpose of project evaluation
The main aim of project evaluation is to identify and take on board lessons
learned during the completion of the project, so that similar work in the future
can be completed in a better and more effective way. The actual process for
completing project evaluation involves collecting, recording and organising
information about project results. It is important that the evaluation process
is followed for all projects that are completed, regardless of the size of the
contract. This is because each project that is undertaken will have its own
unique circumstances and learning points that can be used to help strengthen
performance on future projects.
So, what does the project evaluation process actually entail? Typically, the points
covered during an evaluation will centre on:
•• the progress that has been made
•• whether the desired outcomes were achieved (was the client satisfied?)
•• the presence of any defects at time of handover
•• the timeliness of project completion/handover
•• the correlation between what has been achieved and what has been inputted
(i.e. time, money, resources)
•• the performance of the project team, including sub-contractors
•• the effectiveness of initial design solutions
•• performance against programme
•• performance against budget
•• health and safety performance (were there any incidents?).
The completion of this process may also be termed a project evaluation review
(PER), although a PER document is typically produced on behalf of a client to
show how successful a project was. A PER will identify and document the
project’s performance against its critical success factors and key performance
indicators (KPIs).
Case study: KPIs in the construction industry
The UK construction industry has a national data set of KPIs against which project or company
performance can be benchmarked. BRE has also, in conjunction with the University of Salford,
developed a ‘KPI engine’ which can be used to help with the collection, reporting and analysis of
KPI-related evaluation data. For a demonstration of how the engine works, access
www.bre.co.uk/page.jsp?id=1478.
Where relevant, PER documents should reference any initial project feasibility or
cost–benefit analysis made during the project planning and start-up phases to
confirm the validity of information.
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General methods for evaluating performance and
improving future performance
Use of a site diary
As a rule, the site diary does not need to be completed in an immensely detailed
way, but it is important to record all significant factors and developments relating
to the project. This is especially important if there is any post-project argument
about what actually happened during the construction phase. This being the case,
the site diary should include details such as:
•• the dates of certain site activities (when they were started and completed)
•• the dates of materials’ deliveries
•• the dates when sub-contractors began on site
•• details of any delays (duration of delay plus the cause), etc.
Photographic records may also be kept with the site diary to reinforce important
or innovative site developments (although good pictures from successful projects
will probably be commandeered by the marketing department!). In terms of the
evaluative benefit of the site diary, this relies on recording the details of both
successful and less successful site activities.
Design elements/proposals
Consideration should be given to the benefits of retaining designs that were
proposed and/or used for a project – just in case they come in useful for any future
projects of a similar scope and nature. If past designs are kept, it is important that
they are indexed properly and logically so that they can be accessed easily.
However, note that, although the practice of saving previous designs for future
use is particularly useful in manufacturing processes, its relevance to construction
projects is limited by the fact that every construction project is unique in terms of
the exact circumstances and constraints that apply to the build.
Network and planning elements
Network diagrams and shared planning documentation are usually developed
during the early stages of a construction project. Although it is unlikely that a
network diagram that is developed for one project could ever apply exactly to
another, it is likely that elements within a network will be repeated on other
projects. Given that the majority of network programming and project planning
is now done electronically using IT software (Microsoft® Project or Oracle®
Primavera®, etc.), it is relatively easy to transfer data from one project to another.
The use of previous project planning documentation can be extremely useful as it
allows those involved in planning to:
•• build on past experience
•• eliminate bugs/problems that have already come to light on previous projects
•• reduce the amount of time and money that is spent on the development of
project plans
•• ensure that project plans are made available more quickly than if they are
being developed from new.
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Sub-contractors and suppliers
At the end of every project it is worth evaluating the level of service and support
that has been provided by sub-contractors. Factors that should be considered in
the evaluation of sub-contractor performance include:
•• whether their performance met the required standards of quality and work
•• whether the service provided represented value for money
•• how well the sub-contractor(s) integrated with site/main contractor working
practices and processes
•• whether the sub-contractor(s) completed the work that was allocated in a
timely fashion.
Evaluation of supplier performance may also be undertaken along similar lines by
considering factors such as:
•• whether the suppliers delivered on time
•• whether goods supplied were as specified on purchase orders (POs) – correct
type and quantity
•• the flexibility of the suppliers in terms of PO amendments and delivery of
emergency ‘one-off’ items
•• provision of all appropriate documentation with supplied goods (e.g.
materials’ certificates of conformity, (Control of Substances Hazardous to
Health) COSHH data sheets, and appliance or component operating and
maintenance instructions).
The outcome of such evaluations will produce an overall rating of each external
sub-contractor or supplier, which can then be used to determine whether they are
considered for future projects.
Evaluation of the group project
In addition to the standard evaluation techniques that may be used to assess
the quality or otherwise of initial and final project proposals (i.e. assessing
them against the requirements of the project brief, whether they meet client
expectations, etc.) and the final conclusions, a key evaluative technique for the
group project will be to assess how well the group has worked together as
a team.
One way of achieving this is to develop a questionnaire or survey to be completed
by each member of the group. There are a number of ways that this can be done,
and a number of different types and styles of survey/questionnaire that can
be used.
The simplest types of questionnaire tend to have a series of statements or
questions that the respondent answers by ticking an appropriate box to indicate
their level of agreement.
Other questionnaires are designed to ascertain more qualitative feedback and to
encourage respondents to write more detailed answers.
One of the easiest and quickest ways of developing a questionnaire is to use a
bespoke software programme such as SurveyMonkey®, which allows for easy
development and online distribution of any type of questionnaire.
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Group project in the construction industry
Portfolio activity (HNC Unit 5: 3.1)
Set up an account on SurveyMonkey® and develop your own questionnaire for other members of
the group with whom you have worked on the project. Use appropriate questions in order to give
the survey a qualitative focus, which will allow you to evaluate how well the group project has
been delivered.
2 Format and content of project data
Qualitative project data
By definition, the qualitative data that relates to construction projects that are
different in nature is very variable. However, the general strands of data that apply
to all projects can be broadly ordered into different themes (e.g. data relating to
finance or programming, design modelling/representative techniques).
In simple terms, as construction projects and construction project data is mainly
descriptive and relates directly to facts (when? where? how? how much?) – these
are the questions and areas that may be taken as ‘themes’ for the presentation
of data.
Coding of data
Again, in simple terms, the coding of data relates to the cataloguing and
categorising of information so that data relating to a given theme or area can be
easily summarised and presented.
For example, the first stage of the process might be to list the different themes,
labelling them appropriately (A, B, C, etc.). Usually between three and five themes
is sufficient but there may only be two main themes which need subdivision.
Having too many themes may mean that some of them have insufficient data.
Techniques for the completion of data coding include:
•• generation of a simple table of data that can be coded against
•• use of an electronic file directory structure.
Summarising qualitative data
There are a number of recognised methods that can be used to summarise data
that has been collected. The nature of the data will usually suggest the most
appropriate method to use. The more common methods for presenting data are
summarised below.
Spider diagrams
The term ‘spider diagram’ is pretty self-explanatory when you look at how the
diagram is presented. The various themes and points that relate to a central idea
are shown in boxes which are then interlinked by a series of connectors or arrows
to show how they interrelate. Figure 3.1 shows the different assessment methods
that can be used for ascertaining vocational competence at operative level.
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Site-based
Direct
observation
Product
assessment
Figure 3.1: An example of a spider
diagram about NVQ assessment.
Oral
questioning
NVQ
assessment
Professional
discussion
Learner reflective
account
Centre-based
Hierarchy diagram/organisational chart
This type of chart is typically used to show how people, occupations or processes
are linked in terms of importance, with the most senior person/occupation/item
placed at the top of the chart. A simple example showing the senior management
structure of an organisation is shown in Figure 3.2.
Chairperson/
CEO
Managing
director
Figure 3.2: A simple hierarchy diagram
depicting the senior management of
a business.
Marketing
director
Finance
director
Operations
director
Human
resources
director
Flow charts
There are many ways in which flow charts can be used to illustrate the process of
how an action or outcome is achieved. Each part of the flow chart is designed to
show the decision or activity that occurs at that stage in the process sequence.
Flow charts are typically linked by arrows indicating the route to be taken through
the various stages.
Venn diagrams
These are useful visual representations that show how different areas/concepts
interrelate and impact upon each other, as per Figure 3.3, which shows the
different strands that must be completed during an apprenticeship.
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Group project in the construction industry
On course to complete
FS/ERR + L2 NVQ Diploma
elements of framework.
Working towards
Functional Skills
and EER
Working
towards
L2 NVQ
Diploma
Figure 3.3: Venn diagram to show the
interrelationship between the elements
that must be completed during an
apprenticeship.
On course to complete L2
Technical Certificate
+ L2 NVQ Diploma
elements of framework.
On course to complete
FS/ERR + L2 Technical
Certificate elements
of framework.
Working
towards
L2 Technical
Certificate
On course to complete
all components of the
apprenticeship framework.
Note that a useful way of corroborating, supporting or refuting information
presented as qualitative data is to provide a direct quote or photograph.
Portfolio activity (HNC Unit 5, 4.1)
Try to utilise one of the data analysis techniques covered in this section (e.g. spider diagram or
Venn diagram) to summarise one part of the work that was completed during the group project.
An example could be to use a spider diagram to explain how the roles and responsibilities were
allocated within the team and how they interrelated.
Quantitative data
Quantitative data (put simply, data that can be measured numerically) is important
in the construction industry for a number of reasons. Quantitative data analysis
techniques are key in the interpretation of information relating to:
•• site surveys
•• work programming and scheduling information
•• materials’ delivery and stock levels
•• financial budgeting and forecasting.
It is essential that the statistical information that is produced and made available
for any construction project is as accurate as possible; effective use of quantitative
data analysis can help to ensure this is achieved.
Treatment of quantitative data
Typically, information which contains large amounts of data is split into ranges
of appropriate data values (e.g. survey respondents may be grouped by age or
postcode area, etc.). This makes it easier to achieve a meaningful distribution of
data, which can then be illustrated in an appropriate manner (table, chart,
diagram, etc.).
Note that IT packages such as Microsoft® Office®, (particularly programs such as
Excel®), make tremendous use of spreadsheets to carry out all kinds of analysis. If
you are likely to be involved in work that requires the analysis of large amounts of
data, it is essential that you become familiar with how these packages work, as the
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software does all the work once the data has been entered and calculations are
carried out automatically.
The following sections provide more information on the main types of data
that are typically collected during quantitative research: location, dispersion
and distribution.
Location
Location statistics refer to the relative ‘position’ of data in relation to other values
and are therefore chiefly concerned with mean, median and mode.
•• Mean – the average of a number of values; calculated by totalling the values
and then dividing by the number of items which have been totalled.
•• Median – the value (or values) which sit in the middle of a set of data (i.e. 50 per
cent of the data values will be above the median; 50 per cent will be below).
•• Mode – the term that represents the items of data within a range that appear
most frequently.
The following points should be noted when considering location data.
•• Mean values are best suited to data which is continuous, and which can have
any value (e.g. outside temperature levels).
•• The values of the mean and the median should normally be close; where this
is not the case the data is likely to be ‘skewed’.
Dispersion
Information that covers how data is spread, or how data is clustered around a
particular location value, is known as dispersion. The items that apply to dispersion
can be summarised as:
•• range – the difference between the highest and the lowest values in a range
of given data
•• inter-quartile range – reflects the spread of the middle 50 per cent of items
within a data range
•• variance and standard deviation – the variance and standard deviation
figures represent the amount by which items of data deviate from the mean.
The variance is calculated in the following way.
•• Subtract values from the mean.
•• Square the individual differences from the mean.
•• Find the mean of the squared differences.
To calculate the standard deviation, it is necessary to find the square root of
the variance.
The advantage of completing this additional exercise is that it can help to identify
anomalies and items that are departures from the ‘norm’ more accurately. This is
usually the first step in the process of investigation to explain why the value in
question is different.
Distribution
Data distribution relates to the frequencies at which different values appear.
Typical data distribution of naturally occurring data (e.g. outside temperatures/
people’s shoe sizes) will exhibit ‘normal’ distribution characteristics whereby the
mean, median and mode are in the middle of the data set.
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3 Project presentation techniques
Links
NVQ Engineering Environmental
Technologies: Unit 2 Manage the
development of self and others,
learning outcome 2, assessment
criteria 2.1–2.4.
NVQ Engineering Environmental
Technologies: Unit 19 Managing the
effectiveness of a building services
engineering workforce, learning
outcome 2, assessment criteria 2.1–2.2.
NVQ Engineering Environmental
Technologies: Unit 36 Developing
working relationships, learning
outcome 2, assessment criteria 2.1–2.4.
The nature of the group project means that the presentation of information
relating to it is likely to assume a number of forms (e.g. written reports, minutes of
meetings, specifications, plans, graphic representations of building models, etc.).
However, all of this information will have to be presented verbally and visually
at some stage. We will now look at the basic characterisitcs of written, visual and
verbal communication.
Written communication
In general terms, the advantages of written communications/documents are that
they provide:
•• a permanent record, which can be copied (as required) or filed and stored for
future reference
•• an ‘easy-to-read’ format for complex documents or technical information.
The disadvantages of written communications/documents are that:
•• producing detailed written information is a time-consuming process, which
means that feedback or response times can be delayed
•• it is an impersonal method of communication and can also, depending on
how a document is written, be open to interpretation by the reader.
Poor reports can:
•• be long-winded and difficult to understand
•• be poorly structured
•• have insufficient headings or subheadings so it is difficult to find your way
around them
•• be hard to read, with large chunks of text and long paragraphs
•• be pitched at the wrong level.
Verbal communication
In the main, the secret of project presentation techniques, particularly the
techniques that will be required during the presentation of the group project,
will depend on the personal contact between the presenter and an audience. The
characteristics of this interaction will relate to the quality of the communication
between whoever is presenting and the audience.
Effective verbal communication is based on two factors. They are:
•• speaking
•• listening.
Obviously, these are crucial elements in group presentations/discussions. The
following checklist includes some dos and don’ts to help you get the most out of
direct communication.
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Dos and don’ts when making group presentations or holding
discussions
Do:
 try to make relevant contributions to discussions – don’t just say
something for the sake of being involved
 allow others to contribute to discussions
 speak clearly and not too quickly, using appropriate language at an
audible volume

try to summarise the main points of the conversation, particularly as the
discussion is drawing towards a close
 try to use different tones of voice to keep the listeners interested in what
you are saying
 when speaking face to face, try to use body language and facial
expressions to emphasise positive elements.
Don’t:
 use inappropriate or offensive language
 speak incoherently or incomprehensibly (mumble, use garbled language
or speak too quickly)
 speak in one tone or in a manner which may suggest to others that you
are not really interested in what you are saying
 be overly loud and brash in order to dominate the conversation – it is
essential that others are allowed to contribute
 use technical jargon and difficult trade-based terms that others would
find difficult to understand
 look uninterested or exhibit characteristics which suggest you don’t care
and would rather be somewhere else.
Listening skills
Dos and don’ts of listening
Do:
 pay attention to what is being said
 use body language at appropriate times (e.g. smile, nod your head) to let
the speaker know that they have your full attention
 take notes to preserve a record of any important points that are made, if
required
 ask questions if you don’t understand (depending on the nature of
the situation). For example, during a one-to-one discussion it may be
fine to ask questions as and when the need arises but during a formal
presentation it may not be appropriate to disturb the presenter with
questions while they are in ‘full flow’! (Usually, formal presentations will
conclude with a question and answer session, which will provide the
opportunity to ask presenters about things that have been covered.)
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Don’t:
 allow yourself to be distracted (this may be a result of daydreaming,
interruption by a mobile phone or outside noise). It is important and
polite to ensure that your attention remains focused on the speaker
 interrupt the speaker – it may be necessary at times to do so (for
example, if someone else unexpectedly enters the room) but it should be
done in a courteous manner, and in a way that minimises disruption to
the speaker
 pretend that you understand what the speaker is saying if you don’t – if
there is any doubt in your mind about what is being said, wait for an
appropriate time, or break, and ask a question to seek clarification.
Activity
Think about the last time you gave a presentation or attended one. How many of the ‘dos and
don’ts’ did you notice? Were you guilty of any of the ‘don’ts’? What would you do differently now?
4 Making presentations
It is inevitable that, at certain points during your career (including your studies),
you will have to deliver presentations. Unless you are lucky enough not to be fazed
by public speaking, this will usually entail a degree of trepidation and nervousness.
The purpose of this section is to try to give you a few useful tips that will help you
when you have to prepare for a presentation.
Types of presentation
There are two main types of presentation, formal and informal. A formal
presentation involves relaying information to an audience and will usually happen
at a suitable venue (i.e. a meeting room, conference suite or classroom, etc.) with
access to appropriate presentation aids and equipment. An informal presentation
will also involve relaying information but the type of venue is not restricted to a
classroom or auditorium.
An informal presentation can be delivered in any location, as long as the
audience can hear what the presenter is saying. Informal presentations
frequently happen on construction sites in the guise of site briefings and
toolbox talks. Sometimes the audience members may be given notes to take
away or (in the case of toolbox talks) be given a demonstration of how to use or
wear something correctly.
The majority of the presentation guidance that is provided here will apply to both
types of presentation, although the items dealing specifically with the effective
use of presentation software (for example, Microsoft® PowerPoint®) may not apply
to informal presentations.
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Figure 3.4: A toolbox talk taking
place on site.
How to structure a presentation
It is important that any presentation (formal or informal) has a definite theme, and
a stated aim or objective. One feature of an effective presentation is that it will ‘go
somewhere’ and move the audience on from where they were at the beginning.
With this in mind, it is good practice to ensure that presentations have a definite
structure and that they are made up of an introduction, a middle and some form
of conclusion or ending.
Introduction
In basic terms, this should briefly cover the aims and objectives of the
presentation, i.e. letting the audience know why they should be listening and
what they should take away.
Middle
The amount you cover during this section will depend on:
•• the nature and detail of the information you need to impart
•• the amount of time you have in which to complete the presentation.
These factors will really dictate the amount of content that can be built in.
For example, if you only have five minutes, a couple of slides covering the key
concepts will have to suffice, or (for an informal presentation) a carefully explained
demonstration of how to use an item of equipment or personal protective
equipment (PPE) will have to do.
Longer presentations will allow a more in-depth coverage of the subject matter,
and will lead on to the introduction of presentational features such as charts,
pictures and graphics to complement the presentation text.
Conclusion/ending
If time allows, the presentation should end with a summary of the main points and
the key message. It is also good practice to try to end on a positive note before
thanking your audience for their attention.
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Presentation preparation
One of the most important elements of being able to deliver a successful
presentation is preparation. This does not just mean ensuring that you are on
top of your subject matter (although that is an important factor): there are a
number of other factors that must be planned and considered before you give
your presentation.
Technology/equipment
If you are planning to use information technology, it is essential that you test the
equipment before you use it. There is nothing worse than technology letting you
down in the moments before you are due to start your presentation. In situations
where you are using a projector with a laptop computer, check beforehand that:
•• the projector works with the laptop you are planning to use
•• the resolution of the projected slides is such that the audience members can
easily read the information that is displayed
•• the features of the presentation actually work as they should (this is especially
important if you are planning to use custom animations, slide transitions or
media (video/audio) content)
•• you have left yourself enough time to complete these checks!
Props/equipment for demonstrations
Make sure that any kind of visual aid or item of equipment that you are planning
to use during the presentation works correctly and that you know how to use
it correctly. For example, it is of no use holding an informal presentation on the
correct way to wear a safety harness if you cannot demonstrate how to put one
on yourself!
Likely questions
If the presentation allows for audience participation and questions, try to
anticipate the questions that you are likely to be asked and have your
answers prepared.
The curve ball
Even with the most thorough preparation, it is likely that you will be asked
a question that you cannot answer at that exact moment in time. It is good
practice to have a stock answer ready in case this situation arises – this may be a
standard statement such as: ‘That’s an interesting point. I don’t actually have that
information to hand, but I will get back to you with a response.’ If you use this, it
is imperative that you follow it up and do what you say you are going to do. Your
credibility will be damaged if you do not offer a response.
General tips on presenting
The following list provides some general good practice points which apply to
formal or informal presentations.
•• Try to establish a rapport with your audience – the easiest way to do this is to
make your introductions and smile. In most cases you will get a smile back and
you are already off to a positive start.
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•• Deliver the spoken element of the presentation in a steady and firm
manner. This will help to persuade your audience that you are confident
in what you are saying and in control of the presentation. This sense of
being in control can be accentuated by intelligent and pre-meditated use
of pauses. Don’t be afraid to pause for effect or to allow delegates to digest
what has been said.
•• Try to avoid rambling and going back over items which have already been
mentioned. Producing a presentation with a clear well-rehearsed structure will
help with this.
•• Maintain eye contact with your audience as much as you can, and try to look
at everyone in the audience from time to time.
•• Try to use the slides or notes as a prompt only. Don’t just read from them
verbatim as this will make for a very dull presentation.
•• Try to build in elements of humour, if possible – but don’t get carried away or
try to be too ‘jokey’, as this will have a negative impact on the professionalism
you are trying to convey.
•• Practise – as already stated, it is natural to be a little apprehensive before
making a presentation, especially if it is in front of an unfamiliar group, so
allow yourself some time to practise and to develop your delivery style – this
could be done in front of a mirror, or in front of a trusted friend or colleague.
Activity
Present to your team the progress you have made on the group project so far.
••
Tips for using Microsoft® PowerPoint®
Microsoft® PowerPoint® is probably the most common type of presentation
software that is used in the business world, although other packages such as
Keynote® (primarily MAC-based) are available. The following tips apply to either.
Do not rush through too many slides
It is usually recommended that covering one PowerPoint® slide every three
minutes will reflect a well-paced and explained presentation. Although
PowerPoint® has a number of bright and interesting interactive features, don’t
get too carried away with the ‘bells and whistles’. You, as the presenter, should be
the main focus of the presentation, not the sophistication of the software – slides
should be used to reinforce the main points of what you say.
Do not make slides too ‘wordy’
Despite the fact that PowerPoint® slides can be printed off as handouts, they
are not really intended to be a ‘take away’ resource. This is why the information
contained on the slides (ideally three or four bullet points per slide; four to eight
words per bullet) should not be excessive and should only reinforce the key
messages from the presentation. As a general rule, if the printed-off presentation
can be used as an information source, you have probably put too much
information on the slides.
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Make the most of the software
There may be situations when you want to use a PowerPoint® presentation as a
handout resource. One way to do this without ruining the aesthetics and usefulness
of the slides is to use the ‘notes’ area, which appears underneath the main slide. This
allows the presenter to add further explanatory notes for each slide.
Figure 3.5: A PowerPoint® slide and the
accompanying ‘notes’ area.
The slides and their accompanying notes can then be printed out together by
selecting ‘handouts’ from the printing options.
Use sufficient graphics/animations
You already know that the slides should reinforce your messages – and visual aids
such as pictures, graphs, pie charts, etc. are really effective ways to accomplish this.
The key is to achieve a good balance between the amount of text and the number
of graphics.
Avoid pointless graphics/animations
Take care to avoid the use of graphics or animations that do not add anything
useful to the presentation. Animations and graphics (other than those that are
used as part of an overall background or theme) should only be used if they serve
a specific purpose and help the audience retain the main messages from the
presentation.
Beware the perils of trying to be ‘unique’
Presentation software will offer you a multitude of themes and fonts but take care
over the font you choose. Stick to one of the main, easily recognisable and easyto-read fonts (e.g. Arial, Verdana, Calibri, Tahoma, etc.). While this may limit your
choice, it will ensure that whatever computer or laptop you run the presentation
on, it will look exactly as you expect it to. If you choose a uniquely designed font
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it may work on your own laptop or within your company, but if you try to run it on
an externally owned laptop (for example, at a conference venue) the font may not
be recognised, and this could affect the layout of your slides.
Take it further
Further details on tips for good and effective presenting techniques can be sourced from the
Association of Speakers Clubs at:
www.the-asc.org.uk
There is also a very useful BBC article about how a well-constructed speech should be put together
(using President Kennedy’s inaugural address as an example) at:
www.bbc.co.uk/news/world-us-canada-12215248
Portfolio activity (HNC Unit 5, 4.2)
It is a requirement of the group project for those involved to present a report to groups of their
peers on how the project has been approached. Try to use some of the techniques outlined in this
section to plan your presentation. Use any notes that you produce and any handouts you provide
for your audience as evidence of what you have done to meet the above criteria.
Checklist
At the end of this topic guide you should be familiar with:
 ways to evaluate a project and make recommendations for improvement
 evaluating records of project development and group activity
 methods for presenting data that is produced during the completion of project activities
methods for completing the presentation of project documentation (preparation,
documentation, suitable format, media produced to an appropriate format, target
audience, delivery).
Further reading and resources
van Emden, J. and Becker, L. Presentation Skills for Students (Palgrave, Macmillan, 2010)
ISBN 9780230243040
Key performance indicators for the construction industry: www.bre.co.uk/page.jsp?id=1478
Acknowledgements
The publisher would like to thank the following for their kind permission to reproduce their photographs:
Getty Images: Iconica / Jetta Productions (12). Shutterstock.com: j.wootthisak (1)
All other images © Pearson Education
We are grateful to the following for permission to reproduce copyright material:
The BRE Group for the inclusion of the links, http://www.bre.co.uk/page.jsp?id=706 and http://
www.bre.co.uk/page.jsp?id=1478. Reproduced with permission. BREEAM® is a registered
trademark of the BRE Group; Microsoft® for a screenshot from Microsoft® PowerPoint®. Microsoft®
product screenshots reprinted with permission from Microsoft® Corporation.
Every effort has been made to trace the copyright holders and we apologise in advance for any
unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any
subsequent edition of this publication.
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16
Group project in the construction industry
About the author
Originally from an education and civil engineering background (railways infrastructure), Kevan
Holmes has spent the past 12 years working within the building services engineering (BSE) sector.
During this time he has worked on numerous projects and initiatives relating to the development
of National Occupational Standards (NOS), qualifications, training and learning materials across
all of the BSE disciplines (including BSE-related environmental technology systems). Through
the completion of this work, Kevan has developed close links to key industry bodies including
SummitSkills (the Sector Skills Council for Building Services Engineering), the Association of
Plumbing and Heating Contractors (APHC), the Building and Engineering Services Association
(B&ES) and the British Plumbing Employers Council (BPEC).
In addition to the completion of project development work, Kevan has also provided bespoke
consultancy support to the Joint Industry Board for Plumbing and Mechanical Engineering
Services (JIB-PMES) and employers including Morrison Facilities Services and the Mears Group.
Kevan’s key educational experience includes major involvement at director level in the
establishment of a construction/building services training centre, which has involved the
development and implementation of a number of courses and programmes of learning.
Previous publications with which Kevan has an association include Plumbing by Steve Muscroft
(Elsevier Ltd). As a friend and long-term colleague of the author, Kevan was heavily involved in the
editing and proofreading of the book, which supports Level 2 plumbing qualifications.
3 Evaluation and presentation techniques
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