Oversight: Supervision, Evaluation, and Orientation

Introduction

In simple terms, construction management involves scheduling, organizing, directing, and mobilizing personnel, material, and equipment in performance of a construction contract/service. During the commissioning of a new school facility, derived from the need to provide a better service experience for the school owner, many alternative contracting plans were created to more efficiently navigate the various construction phases of the capital project. As in all coordinated business efforts, an increase in efficiency gains typically results in the owner experiencing benefits such as a shortened project lead time, less expenses for the capital project, and more profits for the business owner. Further, these alternative plans require multiple contracts with many firms to assist the owner with the supervision and completion of the planning, designing, construction, and equipment procurement of a new academic facility. According to Earthman (2013), there are both pros and cons associated with the use construction management services. And, after the completion of the construction phase, there is an introductory stage in the process of occupying the new academic facility. 

Alternative Contracting Plans

During the process of examining alternative contracting plans, the school board/owner may choose to partner with a private firm for the construction of the new facility, enter into a job order contract with a specific builder for specific construction projects, arrange a design/build contract with one firm to coordinate both the design and construction of the facility, and/or provide sufficient detail of the requested specifications and functions of the new school to the architect and contractor for a performance contract. School systems may negotiate for commodities and assistance in various ways ranging from the most provisional to the most casual arrangements of securing necessities.  According to Earthman (2013), in most cases,

local school systems can contract with one firm to produce a complete building. This would be termed a turnkey operation, whereby the school system would contract all of the processes leading to a new school building or renovation to one firm for one price. On the other end of the scale, there is the contracting process whereby the school system secures the assistance of many firms to complete the processes of planning, designing, constructing, and equipping a new school. Each of these services would require a different contract (p. 201).

Having said, in the United States most school systems prefer to build a new school facility utilizing multiple contracts with various firms to complete their major capital improvement projects.

Elements of Managing the Construction Phase of a Capital Project

In the U.S. school systems, coordinating and managing a construction project is a significant undertaking that requires much support in the form of manpower and financing which is why the school board chooses to employ an individual to serve as a construction supervisor. This supervisor is responsible for conducting job-site meetings to ensure that the project progresses without delay(s), operates within the agreed upon budgetary limits, and monitors the quality performance of the construction project. As stated by Earthman (2013), the basic functions, duties, and job responsibilities for a construction supervisor are, as follows: 1) coordinating activities and resolutions of problems between the contractor, architect, owner, engineers, school board, and government officials relating to all technical matters of the capital project; 2) possessing extensive knowledge of standards and procedures of each phase of the construction project; 3) represents the school owner in all construction business matters and administers the contracts; 4) consults with government representatives and agencies, school boards, and others regarding the interpretation of the contracts; 5) establishes coordination and procedural policies; 6) directs improvements in standards of work; and twenty four additional job functions to manage activities in the planning, design, and construction of the new academic facility (p. 326).

In the construction management process, construction management (CM) firms may provide services such as: 1) holding the construction contracts for the project; 2) guaranteeing the price of the work (construction manager-guaranteed maximum price); 3) assuming all the risks and responsibilities of a general contractor; 4) performing additional services from the beginning of the project, in the design phase, up to overseeing the entire construction phase; and 5) supervising numerous functions of the project such as the planning, designing, and construction up to the school building being occupied. According to Earthman (2013), there are some issues that must be addressed when hiring a construction management firm to manage the construction phase of the building project such as: 1) legal constraints and requirements of the bid process; 2) lack of continuing school staff involvement in all phases of design and construction; 3) design changes made but not documented in final drawings; 4) design changes made but not approved by the school system; and 5) additional supervision costs (p. 216). In my opinion, the key takeaway is that there are four differing contractual relationships that may be considered by the school owner/board – Turnkey, Design/Build, Design/Bid, and Separate Materials – and each contract type dictates the performance expectations for the contractor; therefore, it would be advantageous for the CM firm to fully understand what is expected under their respective contract.  

Processes and Outline for Orientation & Evaluation Plan

During the act of acquiring or gaining possession of a real estate project, there ought to be an evaluative process of the new construction as well as an orientation of the new establishment to all stakeholders and owners. When an office or person within the school system introduces new academic facilities to the teaching staff, students, custodial staff, and community, the goal is to help everyone become acquainted with the building’s functions, features, systems of operation, and available resources.  During the orientation process, there are many roles that must be covered when planning for the event. For example, according to Earthman (2013), the following activities must be covered by the following individuals/offices:

1)    School Board – a) makes all policy decisions regarding the project; b) approves the people involved; c) determines and approves how much staff time will be freed for the orientation program; d) authorizes reports decides the name of the building; e) decides whether signs are in order and what they should contain; f) establishes the wording of dedication plaques and programs; g) accepts the building on behalf of their constituents and says the official words of thanks to those who participated; and h) approves expenses associated with the orientation program;

2)    Administrator – a) helps get people involved; b) sets up the communication system; c) designates or recommends the person placed in charge of the orientation; d) assists and arranges for continuing reporting; and e) arranges ways in which those unique needs discovered through the use of the building can be met;

3)    Teachers – a) help to orient others; b) visit the building under construction; c) play an important role in the communication process as they receive and transmit information; d) actively participate in the tasks of occupancy; and e) stay alert to new needs that may arise as the building is used;

4)    Students – a) help explain the building and the program features to parents; b) help write reports of what is going on; c) aid the communication process by taking questions to the authorities and carrying the replies back; d) help prepare simple floor-plan maps and instructions; and e) serve as tour guides of the building;

5)    Architect – a) explains certain technical aspects of the construction to gain acceptance of certain features of the building; and b) plays a vital role during the occupancy of the building;

6)    Public – a) attends meetings, asks questions, gives opinions; and b) assists with the public dedication program (p. 227).

In my opinion, the above-mentioned orientation process will sufficiently cover all the orientation needs for the DRAIN educational facility plan and will familiarize everyone with the facility and its tools of learning.

Outline of Evaluation Plan

An evaluative process, in its simplest form, helps stakeholders analyze an on-going or completed activity for its overall effectiveness and conformity to the established standard of quality craftsmanship. With respect to construction projects such as the DRAIN educational facility plan, a post-occupancy evaluation will be conducted to evaluate the planning process used and the entire building itself. According to Earthman (2013), the evaluation of the new DRAIN Scholars Academy building “covers the adequacy of the building for the type of program to be carried on, how the building operates, the cost of the building, and whether or not the school system acquired what it needs at the best price” (p.229). As for the process used for planning the academic facility, Earthman (2013) suggests that

evaluating the process provides the school system administration with data to use to improve the process. The people involved in the process would also like to have a chance to tell the administration their ideas on the success of the effort. The evaluation of the process should be done immediately after the school building is occupied while people can remember how they were involved and to what purpose. The longer this evaluation is put off, the less reliable the data will be (p. 230).

That said, for the new DRAIN Scholars Academy facility, I will facilitate evaluations in stages – a process evaluation immediately after construction, first product evaluation after project completion, second product evaluation will be an appraisal before any warranties expire and follow up evaluations will be regularly scheduled – to ensure adequate data is generated and the success of the long-range plan for the DRAIN Academy educational program.

D'uAndre A. Drain, Ed.D. is the Author of The Negative Perception Theory and Founder and Chief Executive Officer of Drain Corporation, LLC., a diversified services organization that provides products and services to help firms Achieve Strategic and Organizational Goals by Engaging the Talent and Passion of People?. Diversified services include, but are not limited to: Lean Six Sigma management; strategic & organizational management solutions; scholastic publication; and multi-media broadcasting.

References

Earthman, G. (2013). Planning Educational Facilities (4thEdition). Rowman and Littlefield Education. ISBN-13:978-1475801880

North Shore Country Day School. (n.d.). Retrieved May 22, 2021, from https://thethirdteacherplus.com/nscd