Академический Документы
Профессиональный Документы
Культура Документы
MEA
m
3,032
RI CS CONSTRUCTI ON
JOURNAL
I NDUSTRY EDUCATI ON
8 NOV E MB E R/ DE CE MB E R 2 01 3
A West Midland college is providing
an exemplar for a new era of training
and education for the construction
sector, writes Tom Macdonald
T
Legacy
for change
The economic challenges of the past few years have irrevocably
changed the UKs industrial and sectoral landscapes. Two of
the biggest afected have been education and construction
both marred by high levels of unemployment and low levels
of training which have been compounded further by sluggish
economic growth.
The more positive economic outlook, which the UK
government and various economic agencies claim to be just
around the corner, has provided a measure of much-needed
respite. But we must now consider whether our approach
toward education and training gives us a sufciently capable
skills base to meet the future demands of a more advanced
construction sector. Will the next generation of construction
workers be armed with a work-ready mentality capable of
bolstering the industry?
To ensure that it does, a new approach that more closely
aligns construction with education is needed to ensure
that young learners have a rmer career foothold in the
construction sector.
This belief in the need for a new fundamental approach toward
education has led me to take up the role of Founding Principal at
the West Midlands Construction University Technical College
(WMCUTC). With the support of colleagues and a large number
of industry stakeholders, we are now building a legacy for
change that will transform the ways in which skills are
developed. Our vision is to create an industry-led institution that
sets an example for other UK sectors with its unique approach
to education and training.
With this in mind we have worked closely with industry
employers to design a vocademic curriculum, tailored to three
core routes of progression into a career in construction: higher
apprenticeships, university and employment. Delivering this new
approach toward training and qualications, which is closely
aligned to the demands of the industry, has required the
expertise of some of the countrys leading contractors 150 in
the Walsall area alone. In doing this, we believe we will be
providing young people with the right balance of practical skills
and academic rigour, in order to hit the ground running for a
career in the industry.
Through wider collaborations of this sort, the WMCUTC
has taken signicant steps toward considering both the
demand for skills and their supply. On the demand side we
have developed a curriculum founded on the idea of delivering
the qualied individuals needed to plug impending skills
gaps. According to the Construction Industry Training
Boards Construction Skills Network forecast, there will be
a need for as many as 115,000 construction workers over the
next four years, on projects ranging from the traditional
(bricklaying, roong, architecture) to the cutting edge (nuclear
build, the Thames Tideway, the Shard). Acting now will
A curriculum that enhances the employability of
our learners
All University Technical Colleges are required to focus on
two specialisms that will help young people to improve
their job prospects in the area where they live. To provide
the best t with the employment prole of the area, West
Midlands Construction UTC (WMCUTC) has selected
Construction and the use of IT in the built environment as
its key areas of focus, with the opportunity to learn
practical construction and IT skills alongside the core
academic subjects of English, maths and science.
Through a focus on employer-led technical learning and
business skills, alongside exceptional academic teaching
which will support the development of core skills and
GCSE attainment, our learners will leave WMCUTC as
highly employable, qualied young professionals with an
edge in the careers market. This is what sets learners
from technical schools apart from their peers.
All learners will work on construction-focused projects
In all years, students will study construction-focused
projects for 40% of their timetable (two days per week).
At Key Stage 4 (Y10 and Y11) this will lead to a Principal
Learning Qualication in Construction and the Built
Environment along with a Cambridge Technical ICT
qualication. At Key Stage 5 (Y12 and Y13) students will be
working towards the proposed Technical Baccalaureate
focused on Construction and ICT in the Built Environment.
They will therefore combine the achievement of
construction qualications with academic qualications.
Year 10: Gain construction qualications alongside
academic study
Pre-16 students study a core GCSE (or equivalent)
curriculum in addition to their construction and IT
technical studies. There will also be opportunities for
students to earn qualications in other subjects.
Years 12 and 13: Construction training combined with
A-levels
As part of the Technical Baccalaureate, all students will
complete a core curriculum of literacy and mathematics in
addition to their construction and ICT studies. This will
lead to qualications in mathematics and the extended
project (both up to Level 3).
In addition to the Technical Baccalaureate, students will
select up to a maximum of three subjects from a wide
range of A-level options.
Alternative post 16 options
Some students may wish to follow a diferent post
16 pathway to that outlined above.
The UTC Construction curriculum
RI CS CONSTRUCTI ON
JOURNAL
NOV E MB E R/ DE CE MB E R 2 01 3 9
Tom Macdonald is Founding Principal of the West
Midlands Construction University Technical College
tom.macdonald@wmcutc.co.uk
ensure that the hi-tech skills for a modern industry are in
the pipeline.
The WMCUTC approach also has huge advantages when
looking at situation facing the supply side. As a catalyst for
social change, and as one of a growing number University
Technical Colleges (UTCs), learners will benet from a cheek
by jowl approach to learning. Support for this approach will
come from industry employers ofering mentoring, work
experience, site visits, as well as training in some of the softer
skills, such as management, team working and communication.
Furthermore, the rst cohort of leavers, and many more down
the years, will leave the WMCUTC with the most desirable
skillsets for the construction sector, thus giving them a passport
to work not only in the UK, but internationally.
With this pioneering approach to education we are challenging
the perception that construction is a sector composed of people
who do not quite make the grade, but is instead an industry in
which young people can achieve great things. Clearly, this
message is now beginning to resonate among parents and
young people living in the Walsall area, judging by the healthy
number of applications that have already been received for
places when the college opens its doors in September next year.
Strong interest is also being shown in the Meet the Principle
events taking place over the coming weeks and months.
By matching the needs of the UK construction industry with
the right qualications and training, we can help to transform the
lives of a huge number of the nations young people by delivering
gold standard training and qualications that meet the needs of
a hi-tech, world class industry. The WMCUTC should be seen as
an institution right at the forefront of this change, as a result of
closer ties between the education and construction sectors. C
More information
>
www.westmidlandsconstructionutc.co.uk
>
RI CS CONSTRUCTI ON
JOURNAL
1 0 NOV E MB E R/ DE CE MB E R 2 01 3
I NDUSTRY EDUCATI ON
Matthew Saunders is RICS
Associate Director for the
Built Environment
msaunders@rics.org
Former Prime Minister Tony
Blair once famously declared:
Ask me my three main
priorities for government and I
tell you education, education,
education. Im unlikely ever to
hold that of ce, but if you ask
me my three main priorities
for chartered surveyors in
construction then Ill tell you:
BIM, BIM, BIM.
Level 2 and level 3 BIM, PAS
1192 parts 1, 2 and 3, NRM1, 2
and 3, data drops, COBie,
Uniclass 2, the BIM protocol,
are all terms that make up the
new language of building
information modelling for
surveyors. The complexity of
this new lexicon simply serves
to conrm that education is
needed across the industry
to make the step change to
an ef cient, BIM-enabled
construction sector.
Some surveyors are BIM
trailblazers, some are cautious
Get on board with BIM
Education in building information modelling
is the only way to harness the opportunity
presented by a brave new world of working for
surveyors, argues Matthew Saunders
F
supporters, others appear to
be in denial. Whichever camp
you sit in, one thing is clear:
for those who fail to align their
working practices, BIM will
prove to be more of a
hindrance than a help, and
they will fail to unlock the full
potential that this technology
ofers to all of us. This is
particularly true for quantity
surveyors (QSs), although our
project management peers
stand to lose or gain here too.
Of course, BIM can help to
visualise a nished project,
as well as identify clash
detection. But underpinning
the governments BIM
strategy is the greater
long-term vision of being able
to use existing building and
infrastructure data (from
building information models)
to better inform the design,
cost and delivery of newbuild
projects, as well as existing
asset management and
maintenance. The
government-industry
masterplan is to benchmark
construction projects not just
in terms of capital cost, but
also in terms of carbon, time,
material, labour, method, and
potentially any parameter that
project teams enter into model.
Essentially, the government
is looking to create a vast
database of project
information from all of its
BIMs. However, as any QS
will tell you, data is far more
useful if it is captured in a
consistent manner, and this is
why QSs price buildings using
the standard form of cost
analysis. By having the cost
data captured in a standard,
structured manner, surveyors
can compare, benchmark and
analyse cost data ef ciently.
The same is true of BIM
data. By developing such
information in a structured,
consistent way, we unlock the
ability to measure, compare
and benchmark diferent
aspects of future projects. In
so doing we are subsequently
able to use this valuable data
to make better informed
decisions and drive improved
performance. This is the
essence of the governments
BIM strategy, and this is
where private business will
need to follow if it wants to
reap the benets of BIM.
For industry to reach this
utopian place of usable,
high-quality, consistent and
structured information, its
professionals need to learn
new skills and new standards.
The UK government is leading
the way in terms of developing
standards for a truly
BIM-enabled industry, but it
needs these to mature more
quickly, so that industry can
adopt them with condence.
Otherwise, we risk having
leading industry players
forging ahead along paths
that diverge from those of
other major players. The
inevitable outcome will be that
we nd ourselves with vast
amounts of inconsistent
digital information that cannot
be used ef ciently. The
inevitable and unwanted result
of this will be that the
industrys reputation for
inef ciency will prevail. In
short, an opportunity will be
lost. Structured training and
education is the only way to
do this, because consistency
will breed ef ciency, and this
is the key benet of BIM. C
Further +info
C
Related
competencies
include T017
RI CS CONSTRUCTI ON
JOURNAL
NOV E MB E R/ DE CE MB E R 2 01 3 1 1
I NDUSTRY EDUCATI ON
By ensuring that
learners are
embarking on
relevant, high-quality
CBE qualications,
we are essentially
safeguarding the
future of the UK
construction industry
RI CS CONSTRUCTI ON
JOURNAL
PROJECT MANAGEMENT
1 8 NOV E MB E R/ DE CE MB E R 2 01 3
A
fter years of civil war,
which resulted in the
destruction of almost
its entire physical and
social infrastructure,
the small West
African country of
Liberia has now been peaceful for 10
years. Last year, President Ellen Johnson
Sirleaf was voted in for a second term and
as part of her mandate has prioritised
education in the belief that increasing
learning opportunities remains the best
way to move a nation state forward.
Improving the nations education
infrastructure is a key component of
Liberias Poverty Reduction Strategy. A
generation of young people has had little
or no access to education during the
period of political and economic instability
that lasted for 23 years from 1980.
Construction and site supervision skills shortages are being filled so that the war torn
West African country can rebuild its schools infrastructure. Darren Talbot explains
Re-educating Liberia
The World Bank supported this
approach and allocated the countrys
Ministry of Education a Global
Partnership for Education programme
grant. The funding helped to launch a
pilot study that has seen 67 schools built
on 40 sites over a two-year period in
remote areas of Liberia. The eventual
aim is to use the outputs of this pilot
programme to deliver the 1,500 schools
that the country needs to provide basic
education to its population.
The project was led by AECOMs
UK schools team, and as the then
Head of Schools in Europe I was
seconded into AECOM Africa as
the director managing this pilot
programme to work with the Liberian
Ministry of Education. The other main
aims of the World Bank funded
programme were to:
b create standardised designs that the
Ministry could use for future schools and
that all charities and other NGOs would
be expected to build to in the future
b develop capacity within the ministry,
so that they were able to procure
schools from contractors in the future
b train local communities (through
the contractors) in construction and
maintenance.
I assembled a team consisting of a British
project manager and four construction
managers from AECOMs operations in
South Africa and Sierra Leone. Working
closely with local contractors and
architects from the World Bank, they
were responsible for delivering not only
the schools, but also training 20 site
supervisors, as well as the contractors
and staf at the Ministry of Education.
Caption
Image: Alamy
NOV E MB E R/ DE CE MB E R 2 01 3 1 9
RI CS CONSTRUCTI ON
JOURNAL
Darren Talbot FRICS is a partner at
Ridge & Partners LLP
dtalbot@ridge.co.uk
Capacity building
The legacy of this project is not, however,
intended to be the buildings, but rather
the capacity that we build within the
Ministry of Education, contractors and
our own locally employed staf to be able
to carry out the procurement and delivery
of the future schools programme.
Following the civil war many people
moved to Europe and the USA, and in
many cases never returned to Liberia.
This brain drain, combined with the
destruction of schools during the war,
left Liberia with very few qualied
construction professionals. Our biggest
challenge was identifying staf with
potential, and training them.
To that end, we developed a 10-week
training programmes for our own site
supervisors, to enable them to report
progress to our construction managers,
and to monitor the contractors, ensuring
that they were constructing the schools
to the agreed design and to an
acceptable standard.
We also worked closely with Ministry of
Education staf to develop their capacity.
This involved carrying out a skills audit/
gap analysis to identify what standard they
were operating. We were then able to
develop training programmes enabling
them to procure and manage future school
building programmes that would follow
on from the pilot programme.
The rst batch of schools is now
underway and the second batch,
currently at the planning and
procurement stage, will be delivered
over an eight-month period, starting at
the end of the 2013 rainy season.
Working in remote areas
There are many challenges to working in
post-conict and unfamiliar geographical
regions. With regard to the business and
administrative aspects we employed a
local representative, who arranged work
permits, vehicle importation, housing,
ofce space and other general issues.
The more complex issues that prevail in
this region include:
Logistics: There are very few tarmac
roads in Liberia, most roads being laterite,
which is common throughout Africa.
During the dry season they are generally
passable in 4x4 vehicles. However, if
they are constructed with too much clay
they become extremely slippery during
the rainy season, and it is not uncommon
to see large trucks in ditches after
sliding of the road surface due to the
camber. This obviously presents a
number of logistical challenges, as
it limits the size of vehicle that can
access the site. Our teams worked with
contractors at the beginning of the rainy
season to identify materials and transport
them to site before the roads became
impassable to heavy trafc, storing them
in appropriate facilities.
Extreme weather: Rainfall in Liberia is
largely restricted to the rainy season from
May to November. In the early and latter
stages there are heavy downpours,
lasting for a couple of hours or so but in
the peak of the rainy season up to 1m of
rain falls in a single day. Not surprisingly,
this disrupts any site work, and further
hampers logistics and resupply. R
Related competencies include
T068
Country profile
Liberia lies at the extremities of West
Africa, bounded by Sierra Leone to the
north, Ivory Coast to the south, Guinea to
the east and the Atlantic Ocean to the
west. It is a small country, but has
signicant mineral deposits, including
diamonds, gold and iron ore. It is
approximately 43,000 square miles in
area and has fewer than four million
inhabitants. Mangrove swamps and at
plains dominate its coastal regions, while
tropical rainforest covers the uplands.
It has a six-month rainy season that
deposits approximately 5m rain each year.
Simple reinforced
concrete frames,
timber doors and
cement block walls
ensure that local
communities will have
the necessary skills to
maintain the buildings
School designs
Initially we considered making extensive
use of solar panels, solar pumps and
rainwater harvesting. However, we started
to question our views on sustainability,
asking whether this was best achieved by
importing solar panels from thousands of
miles away in China or Europe. Eventually
we developed a design that incorporated
local building methods, combined with
design principles maximising light and
ventilation in the classrooms. Simple
reinforced concrete frames, timber doors
and cement block walls ensure that local
communities will have the necessary
skills to maintain the buildings. Surface-
mounted services permit easy repair and
UNICEF standard ablutions ensure that
good water, sanitation and hygiene
principles are maintained.
RI CS CONSTRUCTI ON
JOURNAL
LEGAL
2 0 NOV E MB E R/ DE CE MB E R 2 01 3
T
he economic downturn of the past few years
has generated plenty of stalled projects.
Typically these involve a developer
postponing or abandoning a construction
project, while awaiting an upturn in the
market or a renancing. But if the developer
cannot reach an agreement with the
contractor it may consequently face difculties.
The termination of any building contract constitutes a breach
of its terms, unless it contains a termination for convenience
clause allowing for a termination without reason. The contractor
will then be entitled to damages for the breach, which will
include lost prot on the balance of the work.
In the past, developers and other employers have made use of
the tactic of issuing instructions to omit work; the omitted work
being the outstanding contractual balance. Is this legitimate,
and if not, what limits are there on employers making use of the
power to omit?
The starting point is that the contractor is not only obliged but
also entitled to carry out contract work for an agreed price. If
there is a xed price contract and no variations clause, then the
employer is not entitled to omit work at all. This was established
in Tancred Arrol & Co v The Steel Company of Scotland Ltd, a
House of Lords case dating from 1890. But the principle was
reiterated more recently by the Court of Appeal in SWI Limited v
P&I Data Services Ltd [2007]. Of course, the employer always
has the option of waiving the right to have the work done,
provided it pays the contractor the full price.
The standard forms of building and engineering contracts all
contain variation clauses, allowing for additions and omissions.
Some limit the power to omit in nancial terms. In the IChemE
Red and Green Books, for example, and in the absence of
consent, the employer may not, without consent, add or omit
work to a cumulative value of over 25% of the contract sum. In
MF/1 the gure is 15%. Among other things, that type of clause
protects a contractor against a large omission.
An omissions clause will rarely allow an employer to omit
work in order to give it to another contractor. In such cases the
authority usually cited is Carr v J A Berriman Pty Ltd [1953],
decision of the High Court of Australia. Such an action, the court
concluded, would be a most unreasonable power, for which
very clear words would be required.
There has been a lack of case law in this area. One case in
which these issues were examined was Abbey Developments
Ltd v PP Brickwork Ltd (PPB) [2003]. PPB had been engaged by
Abbey as a labour-only subcontractor for brickwork and block
work installation at a housing development in Herne
Bay, Kent. The development consisted of 69 plots and the
developer was in efect also the main contractor. The
subcontract contained a right to vary the number of units
that PPB would be given to work on, without PPB being
entitled to make any claim. This was presumably because
the development was speculative.
Clause 2 was crucial:
The company reserve the right to reduce or increase the
quantity of the works or to suspend or accelerate the progress
of the works or to instruct works to be executed out of sequence,
to meet the particular requirements of the development, and
such alteration, if instructed, shall not vitiate the subcontract.
Over some months Abbey complained about PPBs poor
site management, lack of labour, health and safety breaches,
lack of progress and (some) defective works. Finally, it wrote
to PPB referring to slow progress, and stating that PPB
should complete the plots that it had started, after which the
contract would be terminated and the remaining plots given
to another subcontractor.
PPB went to adjudication. The adjudicator agreed with them
that the letter from Abbey had been a breach of contract.
Abbey then took the matter to the High Court, seeking a
declaration that it had exercised its power to omit work lawfully
in accordance with the contract.
Ian Yule outlines the uses and abuses of instructions to omit work
Justifying omissions
NOV E MB E R/ DE CE MB E R 2 01 3 2 1
RI CS CONSTRUCTI ON
JOURNAL
The judge made some general observations as follows:
Provisions entitling an owner to varied work have . to be
construed carefully so as not to deprive the contractor of its
contractual right to the opportunity to complete the works and
realise such prot as may then be made. They are not in the same
category as exemption clauses. They have been common for
centuries and do not need to be construed narrowly. However
the cases do show that reasonably clear words are needed in
order to remove work from the contractor simply to have it done
by somebody else It remains to be decided (but it is very
doubtful) that work could be omitted simply because the owner
is dissatised with the performance of the contractor .
The judge then said this about variations clauses in relation to
omissions:
In my judgment the purpose of a variations clause is to enable
the employer to alter the scope of the works to meet its
requirements. As a project proceeds it may become clear that
some change of mind is needed to attain the result now desired.
That might be a simple realisation that something is no longer
needed or it might be for some other reasons such as lack of
money, or a change in the requirements of the actual or
prospective occupier or user. The test must therefore be whether
the variations clause is or is not wide enough to permit the
change that was made. If, with the advantage of hindsight, it turns
out that the variation was not ordered for a purpose for which the
power to vary was intended then there will be a breach of
contract. So the motive or reason is irrelevant the test is
familiar and objective what purpose did the contract envisage?
The judge held that the variation clause did not justify the
omission by Abbey.
The Abbey Developments case therefore supports the
following in relation to clauses allowing the omission of work:
b such clauses are to be interpreted carefully
b they are not to be interpreted strictly against the party relying
on them
b clear words will be needed to allow the employer to omit
work in order to give it to someone else
b it is unlikely that work can be omitted simply because of
poor performance.
Checking motives
With reference to the extracts above, it seems that one must
examine the purpose of the omission. This may seem to sit a
little uneasily with the judges words that the employers motive
or reason is irrelevant. But it may be that the judge was simply
cautioning against a purely subjective approach. In other words,
courts will examine whether an employers purpose in issuing
the omission was justied by the clause, but that examination
will be an objective one.
A key question in cases of this nature is whether a genuine
purpose existed when the omission was made. That will involve
a consideration of all the factual background. The employers
evidence will have no greater weight than any other evidence.
So, that other guidance is there? Hudsons building and
engineering contracts (12th edition, ed Atkin Chambers) notes
that employers will not be entitled to use the power to omit to
give work to others, or indeed to do it themselves. But it also
adds that it would not be correct to apply this principle
automatically in every case, simply because ultimately the
employer intends the work to be done by others:
For example, where market considerations impel the Employer
to postpone part of the work for an indenite period, although
with the intention of carrying it out at some later date outside the
likely construction period, or in a case where the present contract
is straining the Contractors available resources to the limit, the
omission of work in such circumstances might be within the
contemplation of the contract, it is submitted, since the
invalidation of an exercise of the power to omit work is no doubt
based on the generalised prevention principle or implied terms of
reasonableness, co-operation and good faith (paragraph 5-035).
Hudson contemplates two instances where an omission might
be justied. It also suggests that limits on the power to omit
work may be based on breaches of the prevention principle (the
principle that the employer cannot insist on performance by the
contractor if the employer is itself the cause of the contractors
non-performance) or of implied terms. This latter suggestion is
perhaps more controversial, given the current reluctance of the
courts to imply terms into contracts except where essential.
Conclusion
It seems that the test for whether omission is permissible will be
objective and related to the clause, namely: is it wide enough to
allow the omission in question? A key question will be whether
the purpose of the omission, viewed objectively, was within the
scope of the clause. Evidence as to the relevant facts will be
important, but the actual intentions of the employer at the time
will be of only limited signicance.
Where the reasons are genuine nancial difculties or the
non-viability of the project, the omissions clause will usually
cover what has taken place. Thus the hypothetical developer
referred to at the start may be able to use such a clause,
provided it does so carefully. Use of the clause because of
dissatisfaction with the contractors performance, however,
or because of a desire to obtain a better price from another
contractor, could well be a breach of contract.
Employers may consider bolstering their omissions and
suspension clauses to allow for foreseeable problems, such as
those described above. One solution is to insert a termination
for convenience clause. Such clauses appear in the NEC3
contract, and the IChemE Red Book, for example. If such a
clause is proposed, contractors will often wish to negotiate a
further clause allowing them at least some lost prot on the
work that they would otherwise have done. R
Related competencies
include T017
Ian Yule is a Partner in the Construction
and Engineering Team, Weightmans LLP
Ian.yule@weightmans.com
www.weightmans.com
Employers may consider
bolstering their omissions and
suspension clauses to allow
for foreseeable problems
RI CS CONSTRUCTI ON
JOURNAL
LEGAL
2 2 NOV E MB E R/ DE CE MB E R 2 01 3
T
he days of swift justice,
when employers could
(without risk) sack an
employee on the spot or
by suggesting they look
for a job elsewhere, are
long gone. While there may be a
temptation in the heat of the moment to
deal with problem employees summarily
and with no fuss, all employers nowadays,
regardless of size, are required to follow
strict legal procedures when disciplining
and dismissing employees. Yet a huge
number of employment tribunal claims
continue to be brought each year owing
to employers mishandling or ignoring
these procedures.
This article sets out how to dismiss
employees lawfully in the event of
misconduct issues, and the costly
consequences to businesses of doing
things the more traditional way.
Eligibility
Any employee who has two or more years
service (or one year for those employed
prior to 6 April 2012) has the right to claim
unfair dismissal at an employment tribunal.
Unfair dismissal occurs when an employee
claims to have been dismissed without
good reason, or if the procedure adopted
in terminating them was unfair.
While some employers bypass the
procedures when dismissing an employee
Helen Crossland sets out an employers
guide to dismissing employees fairly
Fairly
dismissed?
who would not have enough service
to be able to claim unfair dismissal,
regard should always be given to other
claims the employee might be able
to bring, including for discrimination,
where no minimum length of service is
required. In such cases it might then
be advisable to follow the procedures,
in order to demonstrate that the dismissal
was not for an unfair reason.
The disciplinary procedures do not
apply to contractors, who do not have
the right to claim unfair dismissal. The
termination of their employment will
instead be governed by any contractual
terms between them and the company
to which they provide services.
Reasons for dismissal
There are three main features to
dismissing an employee fairly.
First, there must be a potentially fair
reason for the dismissal, for which there
are ve reasons:
b misconduct/gross misconduct
b poor performance or ill health
b redundancy
b illegality
b other substantial reasons justifying
dismissal.
If the dismissal is not for one of these
reasons it will be unfair.
If the situation relates to the
employees misconduct, the employer
must then follow a fair procedure prior
to dismissing the employee or applying
another formal disciplinary sanction.
This will help to show that the sanction
administered is fair and lawful, and
will help to dispel any other potential
claims, including that the underlying
reason for the action taken was
discriminatory.
Finally, and before communicating the
disciplinary sanction to the employee,
the employer should consider and be able
to answer yes to: Am I satised that I
am acting reasonably in taking the action
that I am?
The procedure
When disciplining or dismissing
employees for conduct issues, the
correct legal procedure to follow is the
ACAS Code of Practice. Employers can
have their own contractual disciplinary
procedures as long as these are not
less than the minimum standards set
out in the ACAS Code. It is advisable
in any event to take legal advice
before proceeding.
NOV E MB E R/ DE CE MB E R 2 01 3 2 3
RI CS CONSTRUCTI ON
JOURNAL
Helen Crossland is a Partner at Hamlins LLP
hcrossland@hamlins.co.uk
www.hamlins.co.uk
In many cases, minor lapses in behaviour
can be addressed through informal
discussions or reprimands, but if the
matter is more serious, or if the informal
approach has failed, the following
process should be adopted:
1 write to the employee setting out
details of the allegations against them,
and invite them to a formal disciplinary
meeting.
2 hold a formal disciplinary meeting at
which the employee is given the
opportunity to state their case before any
decisions are made.
3 write to the employee after the
disciplinary meeting with your decision,
advising them of any disciplinary sanction
you have chosen to apply and ofering the
right of appeal.
Employees must be advised in any letters
inviting them to a formal disciplinary or
appeal meeting of their right to be
accompanied at the meetings by a fellow
employee or a trade union representative,
regardless of whether your organisation
has a recognised trade union. Employers
should also carry out any necessary
investigations to establish the facts
before the formal disciplinary procedure
is commenced, providing details of any
evidence gathered to the employee.
What sanction?
Once the formal disciplinary meeting has
taken place the appropriate penalty can
be decided, which could be dismissal or a
lesser or no sanction. Employers should
pay regard to the gravity of the matter,
how other employees may have been
dealt with for the same or a similar
ofence, the employees disciplinary
record and any mitigating or special
circumstances. The range of sanctions
can include those detailed in Table 1. With
any of the sanctions listed, the employee
must be given the right of appeal.
What if you get it wrong?
Failing to follow the correct procedure
properly or at all has costly
consequences:
SANCTION PROCEDURE POSSI BLE REASONS
Warning This could be an oral warning in
the case of minor infringements
or, if the infringement is more
serious, a written warning. In
either case the warning must
be in writing, confirming that it
will remain on file for a specified
period (i.e. six months)
Poor timekeeping, failure to follow
company rules, unacceptable
behaviour towards another employee
Final
written
warning
The warning should again be in
writing confirming how long it
will be kept on file
Where the employee has an existing
live warning(s), and carries out further
unacceptable behaviour, or where a
first act of misconduct is very serious
but falls short of dismissal
Dismissal Confirmed in writing with
reasons for the same
If an employees conduct has failed
to improve after being given a
warning(s), or if the first offence
constitutes gross misconduct.
Examples of gross misconduct
could include:
b Theft or dishonesty
b Discrimination, bullying or
harassment of another employee or
a customer
b Fighting, aggressive or threatening
behaviour
b Wilful damage to company premises
or property
Related competencies include M0006/SP002
When disciplining or dismissing employees
for conduct issues, the correct legal procedure
to follow is the ACAS Code of Practice
RI CS CONSTRUCTI ON
JOURNAL
LEARNI NG
Pierpaolo Franco looks at how
blended learning can help organisations
improve performance, productivity
and engagement
Education and training
n
RI CS CONSTRUCTI ON
JOURNAL
LEARNI NG
2 6 NOV E MB E R/ DE CE MB E R 2 01 3
learning and development is transferred
back into the workplace, essential for
delivering return on investment in todays
economic climate.
Is there a perfect blend?
The answer to the question is both yes
and no. Clearly, one size of blended
learning programme will not t all.
Blended learning is an art rather than an
exact science, with success hinging on
ensuring that each individual component
adds value. Each component should have
a clear business case. Why do you want
to do it? What issues or problems can it
help you to solve? Does it ofer an
opportunity to improve business
performance? Also, each element of a
blended programme needs to be viewed
in the context of the overall blend and
learning objectives.
In any blend, the learning should be
transformational for the individual as well
as the organisation. To achieve this, the
programme needs to be stimulating,
challenging, inspiring and motivating.
Today, the opportunity is there to
include technology-enabled learning and
to capitalise on the benets that this
ofers. However, organisations need to be
careful not to blend for the sake of it
technology should be the enabler rather
than the driver. Successful programmes
link learning to a training need, underpinned
by a clear learning strategy. C
Pierpaolo Franco is RICS Global
Director of Training Products
pfranco@rics.org
Upcoming
training courses
Improving infrastructure delivery
with BIM series
Online academy
Live web class
5 November
19 November
3 December
n http://bit.ly/GAZ5k7
The RICS training solutions for the built
environment are designed with both the
learner and organisation in mind and
help to drive down the cost of training,
speed up learning and ultimately improve
individual and business performance.
Fundamentals in Construction
Project Management
This foundation-level course denes the
concepts and processes associated
with being a project manager within the
construction industry. It has been
designed to help develop economic,
legal, technical and management
knowledge and skills. You will learn how
to plan, organise and control construction
operations and gain knowledge across
all stages of the process from initial
feasibility studies through to design,
construction, maintenance,
refurbishment and demolition.
You will gain a deep understanding
of the global standards required within
the construction project management
industry, and at the end of the
six-month interactive blended
programme will be able efectively
to manage a project management
organisation and take a strategic view
for optimal performance.
The programme provides 300 hours
continuous professional development
and is composed of 24 weekly topic
modules taught via a range of
supportive and informative learning
methods including:
b audio/visual rresentations delivered
by a leading subject matter tutor online
b topic- related training materials
including structured case studies and
practical exercises that encourage
knowledge sharing with fellow delegates
via online forums and web classes
b topic-related reading material
hosted online and providing access to
the latest theory and practice
b online forums for tutors and
delegates to share information and
ask questions creating a collaborative
community based learning environment
b virtual classrooms sessions (web
classes) with a tutor every ve weeks
b online course text books providing
in-depth topic coverage
b end of week refresher assessment
to track progress and identify any areas
where further support is needed.
Five core subject areas are covered:
b project management fundamentals
b project monitoring and control
b procurement and nancial
management
b management of projects
b other issues in project management.
BUI LT ENVI RONMENT PROGRAMMES
Becoming an APC supervisor
or counsellor
12 November, London
The course will cover every stage
of the APC process, understanding
competencies and how to assess
them, and what is required at the
Final Assessment.
n http://bit.ly/1f2yoDi
Preparing for the Critical Analysis
25 November, Birmingham
This course will show you how to select
the right topic, what elements it should
contain, how to prepare it, and what the
assessors will be looking for.
n http://bit.ly/GAWirA
Preparing for the Final
Assessment
25 November, Birmingham
This course will cover all you need to
know about the Final Assessment, how
it runs and what is expected of you.
n http://bit.ly/18TKoB4
Carbon management in the
built environment
4 December, London,
The course will help attendees in
advising clients on developing carbon
management plans, set meaningful
targets and understand how to meet
the Carbon Reduction Commitment.
n http://bit.ly/1fLARDE
Related competencies
include M005
For more details, visit
www.rics.org/uk/training
For further information
visit www.rics.org/
training-events
More information
>
www.rics.org/onlineacademy
n
RI CS CONSTRUCTI ON
JOURNAL
NOV E MB E R/ DE CE MB E R 2 01 3 2 7
LEGAL HELPLI NE
HELPLINE Legal
Kevin Joyce is a Partner with law rm Pinsent Masons and
runs a free Legal Helpline Service for RICS members
kevin.joyce@pinsentmasons.com
HELPLINE Legal
Taken as a whole
Related competency
include T064
In a follow up article on the hierarchy of documents under the NEC3, Kevin Joyce
looks at how the Technology and Construction Court dealt with one seeming ambiguity
and provided for sectional completion of the works and delay
damages relating to each of the sections. RWE was the
employer, Bentley the contractor. On interpreting the contract as
a whole, the judge found there was no discrepancy on which the
priority of documents clause could bite.
Bentley's liability for delay damages turned on what was included
within Section 2 of the works (the penstock pipeline). How the
court interpreted the various contract documents would determine
whether the penstock pipeline had been completed on time.
The case involved a not uncommon situation: the parties were
negotiating, amending and re-drafting clauses of the contract up
to the nal moments before the contract was signed. This gave
rise to inconsistencies between the descriptions of sections,
requirements for completion and damages for late completion.
In establishing whether there was in fact an ambiguity or
inconsistency the court held the individual contract documents and
clauses must not be looked at in silos, but rather the entire contract
and all of the documents in it must be considered as a whole.
Conclusion
The judgment in this case is a reminder that in the event parties
disagree as to the interpretation of a clause due to an ambiguity
or inconsistency between the contract documents, the court will
consider the whole of the contract and only then, if there is a clear
and irreconcilable discrepancy, will it revert to any priority of
documents clause to resolve it. In the NEC contracts such a clause
is not included and so would need to be added by amendment. C
More information
>
The NECs lack of a standard hierarchy of documents clause, and
the approach to interpretation in its absence was considered in
the June/July 2013 edition of Construction Journal
What is the key message from the RWE Npower
Renewables Ltd v JN Bentley Ltd decision?
A
The NEC is silent on how to deal with the situation where
a clause in one contract document is ambiguous or
inconsistent with another. Similarly, there are no
provisions that deal with discrepancies between clauses within
the same contract document. These gaps can give rise to problems
and uncertainties, particularly, in the former case, given the
volume of documents commonly included in building contracts.
The RWE Npower Renewables Ltd v JN Bentley Ltd decision
shows that what at rst glance may seem an ambiguity or
inconsistency between contract provisions, may not in fact be so
when the contract and all its documents are read as a whole.
How does NEC deal with ambiguities?
Clause 17.1 of NEC3 provides that:
The Project Manager or the Contractor noties the other as soon
as either becomes aware of an ambiguity or inconsistency in or
between the documents which are part of this contract. The Project
Manager gives an instruction resolving the ambiguity or inconsistency.
The Project Manager then issues an instruction to resolve the
ambiguity or inconsistency, which instruction will not be a
Compensation Event (so the contractor is not entitled to
additional time or money) unless it changes the Works
Information. Accordingly, to this extent, inconsistencies between
contract documents are at the contractors risk.
Where the instruction to resolve the discrepancy results in a
change to the Works Information, the assessment of the
resulting Compensation Event is, as if the Prices, the Completion
Date and the Key Dates were for the interpretation most
favourable to the Party which did not provide the Works
Information (clause 63.8). In other words, the clause is
interpreted against the party which made the mistake.
Judicial rulings
Judicial decisions on the NEC suite of contracts are
comparatively rare. However, in RWE, Mr Justice Akenhead
considered a priority of documents clause that had been
included in the form of agreement. The question was whether
there was a discrepancy between the contract documents as
was asserted by RWE Npower and denied by Bentley.
The contract was for civil engineering work to be carried out
at the Black Rock Hydro Scheme in the Highlands of Scotland,
Q
Related competency
include T064