MANAGEMENT OF A COMMUNITY FACILITY

PROJECT
Course Project (30%)

Life Cycle Engineering and Management of

Constructed Facilities
CVL 222

Semester: Fall 2023

 Table of Contents
I. Introduction .................................................................................................................... 3
II. Project Description ......................................................................................................... 4
III. ABET Learning Outcome ............................................................................................... 5
IV. Project Management & Deliverables .............................................................................. 5
V. Turnitin ........................................................................................................................... 6
VI. APA Style....................................................................................................................... 6
VII. Academic Honesty and Integrity Assurance ................................................................... 6
VIII. Copyrights...................................................................................................................... 7
IX. Project and team-based work......................................................................................... 7
X. Marking Scheme ............................................................................................................ 8
XI. Student Assessment Rubric ........................................................................................... 8

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I. Introduction

Engineering projects help students to learn and acquire practical knowledge. Despite of theory concept
they acquire, various industries also need to know their capacity to complete projects using their
specific initiatives. Thus, we recommend students to realize engineering projects in their four years of
engineering and try to present as many white papers as possible. Students who give importance to their
course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs
In the design process, both creativity and criticism are essential. The followings are the seven steps that
students should consider while designing their projects:
• Recognition of the need and identifying opportunities: Every project begins with recognition
that needs improvement. These needs may be obvious or hidden to be revealed by
investigation, surveys or research.
• Definition of the design problem: It is a major task requires gathering information about the
problem.
• Definition of the design criteria and constraints: While the problem is being defined, the design
criteria and constraints must be defined
a. Design criteria are performance standards to be met by the design
b. Design constraints are limitations placed on the designer, the final design or manufacturing
process. Examples of possible constraints include accessibility, aesthetics, codes,
constructability, cost, ergonomics, extensibility, functionality, interoperability, legal
considerations, maintainability, manufacturability, marketability, policy, regulations,
schedule, standards, sustainability, or usability.
c. Risk analysis
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – find expected results)
c. Decision-making (Deciding the best alternative)
• Optimization: Design team must ask themselves if it is the optimum design. Optimum is the
best design that can be achieved at reasonable cost. The proposed design is judged against the
design criteria
• Evaluation: Design team should hold a design review to approve drawings and specifications
before they are released. If an optimum design cannot be achieved, the design team might
revise the problem definition, the design criteria or the constraints in order to achieve the
optimal solution or prototype.

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II. Project Description

The CVL222 project is intended to demonstrate students’ ability to initiate, plan, schedule and manage
civil engineering facilities using the theories learnt in the class.

Project scenario:

A non-profit organization (NGO) would like to construct an environmentally friendly school building in
the region. The NGO would like to have a school with a large green area on the land. The size of the
given land is between 3200 m2 and 5000m2. Since the building will serve as a school, the number of
students that will attend the school should be accounted for when the area of the school on the land is
determined. The expected number of students can be determined as 𝟑𝟎𝟎 ∗ 𝑮𝒓𝒐𝒖𝒑 𝑵𝒖𝒎𝒃𝒆𝒓 + 𝟓𝟎𝟎
but should not exceed 2000. The required area for each student is 1 m2 when determining the total
𝑮𝒓𝒐𝒖𝒑 𝑵𝒖𝒎𝒃𝒆𝒓
area of the school. The parking lot should be calculated as 𝟏𝟎𝟎
x the total land area but cannot
2
be less than 300 m . The playground for students should be calculated based on the assumed number
of students that will be on the playground. It should be expected that the playground area should
𝑮𝒓𝒐𝒖𝒑 𝑵𝒖𝒎𝒃𝒆𝒓
accommodate 𝟏𝟎
x the total number of students, and for each student, the required area
2
should be 0.5 m . Your responsibility is to build a school with the shortest time possible.

Moreover, in order to reduce the time of construction and protect the environment, you may only use
structural steel. To create a green area, the area of the school should be carefully determined. It should
be noted that the minimum number of floors of the school building should be 2 floors.
Note that the constructed area is the summation of the school area, parking lot and the playground.

The Number of working hours and cost for each task are presented in the below table:

Task1 Area (per m2) Number of Minimum Maximum Cost

working hours number of number of ($/labor)2
(per m2) labors per day labors per day
Surveying land area 0.04 1 4 70
General land area 0.30 4 7 200
Excavation
Excavation for 25% of the 0.35 2 5 400
footings constructed area
Footings 15% of the 0.35 1 4 900
constructed area
Slab on Grade the constructed 0.35 2 4 750
area
Columns per floor 9% of the 0.65 2 5 750
constructed area
Each Slab the constructed 0.45 1 5 850
area
Partition walls per 18% of the 0.50 2 5 650
floor3 constructed area

1
These tasks are assumed to be performed in the construction facility for each floor and Garden.
2
The cost $/labor includes equipment cost, material cost and labor cost.
3
Including plastering and block work.

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 Electricity per floor 8% of the 0.35 1 3 650
constructed area
Mechanics per 8% of the 0.5 1 3 750
floor constructed area
Parking lot Determined area 0.1 2 5 450
construction
Playground Determined area 0.15 2 4 250
construction
Landscape Determined area 0.2 2 5 350
Note:
• Friday is not a working day. The maximum number of working hours for a labor is 8 hours per day.
• The landscape, playground and parking lot cannot be constructed until the construction of frame system
of the school.

The appropriate facility is the one that is able to fulfil the requirements of the community and to be
executed within the shortest period.

Group Size: 3 students

III. ABET Learning Outcome

The aim of this project is to:

• Develop and analyze construction schedules in aspects of project duration, critical path, and floats
(1, 2).
• Calculate the costs associated with construction labor (1).
• Estimate and control costs on a construction project (1).
• Function as an effective member of a design team (5).

IV. Project Management & Deliverables

This project is divided into the following deliverables.

Project Deliverable I: Design submission (due date is November 27, 2023 @ 05:00pm):
You are required to:
• Form project groups (group of 2 or 3)

PD1 should include:

• A proposition of two land areas for the construction of the facility with a minimum
difference of 500 m2.
• For each land area: A schedule for the activities that should be performed to build the
facility by providing the shortest durations.
• For each land area: A construction cost calculation for the facility.
• A study of the area’s impact on the duration and the cost.
• Use engineering judgment to draw conclusions about the results.

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 Project Presentation: PowerPoint presentation with voice over (due date is December 18, 2023 @ 05:00pm):
The cash flow from the owner to the contractor is in the form of monthly progress payment of 10% of the
total budget.

The PPT and voice over should be very clear, should not exceed 10 min and you are required to:

• Start you recording by stating your full name.

• Explain thoroughly the cash flow concept.
• Explain the rescheduling for the activities of the two land areas of the facility under
consideration taking into consideration the cash flow.
• Study of the cash flow’s impact on the duration of the two land areas of the facility under
consideration.
• Compare the findings with the previous ones.

Q&A: During class time: January 07-13, 2023, 2nd lecture

• There will be a Q&A session and you are supposed to answer questions asked from the
project work.

V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for improper
citation or misappropriated content. You may be assigned a username and a password to be able to
upload your assignments online, when and if requested. If you face any technical problem, please contact
IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style for
their assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM
Writing Lab to receive help and guidance on all APA-related questions.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when accomplishing the
assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of
unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others) will not be
tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs in their work,
they must properly quote the source(s). Students are encouraged to consult with the instructor if they have
any questions on the issues of academic integrity or technical formatting of the references.
Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask the
student to verify her/his work. This can be done through, but not limited to, repeating the work, oral
examination or discussion, alternative or similar on spot class assignment, pop quiz, or any other action
deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor will apply the
academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding the
work a zero grade.
Students are expected and encouraged to be honest and to maintain the highest standards of academic
integrity in their academic work and assignments at the University. Any act of Academic Dishonesty may
result in severe consequences for violations range from zero grades given for the assignments, failing the

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 course, and suspension from the University. Students will refrain from any academic dishonesty or
misconduct including, but not limited to:
• Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to
ask the student to verify her/his work. This can be done through, but not limited to, oral examination
or discussion, or any other action deemed necessary. If the student fails to prove the authenticity
of the work, then the Instructor will apply the academic misconduct rules as mentioned in the AUM
Student Handbook
• A zero grade will be given to all students that share exactly the same results: You will also be held
responsible if someone else copies your work - unless you can demonstrate that you have taken
reasonable precautions against copying.
• Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to
penalties. If you wonder whether a course of action violates this policy, simply ask in advance and
please refer to the undergraduate AUM Student Handbook.
For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

VIII. Copyrights

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student
Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows
competency in understanding and applying the course objectives and achieving the learning outcomes. The
project should allow the student to investigate, apply, research, and practice real-life business situations. It
is expected that each student to fully and actively participate in the project as an effective team member. A
project document will be distributed later in the semester with details about the project.
For all group related work, the entire team is responsible for the team outcome and the deliverables, except
for the specific parts of the project that may be graded individually depending on the project’s
requirement and as communicated in the project document.
Inclusion in a team is ensuring that every member has a sense of belonging, trust, and support, member can
therefore participate fully and authentically in the project. When a team is inclusive, all team members
contribute, show interest in the work, feel respected and involved, and are able to bring their own unique
strengths and skills to their roles. Inclusivity in a project resolve in a team that perform better, solve
problems faster, and achieve more.
How to render your team more inclusive:
1- Be yourself, and show up at times to your meeting
2- Treat all your teammates with dignity, respect, fairness, and without discrimination
3- Speak up about your own thoughts and show initiative
4- Communicate nicely with the right approach without affronting your teammates
5- Accept criticism and Involve and empower your team members in the project
6- Challenge stereotypes and biases and accept your teammates and their differences
Things that hinder your inclusiveness:
1- Avoiding face-to-face communication and overreliance on email or messaging
2- Creating communication barriers based on differences
3- Creating biases based on stereotypes and prejudice
4- Inconsistent response to mistakes
5- Lack of motivation or demotivating your team members
6- Leaving team members ideas unheard and disregarding members contribution

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X. Marking Scheme

The project is worth 30% of the total grade of your course; deliverables are worth 15% , 10% and 5%. The
grade will be based on every group’s work. The student will be evaluated based on the grading scheme
provided in the project template.

Note that 10% of the total grade of each deliverable will be dedicated to assess the formatting and the
language used in the submission (Grammatical and sentence structural mistakes, consistent fonts and size
throughout the document, cover page, groups members’ names, etc..)

XI. Student Assessment Rubric

Grading Rubric – Design Submission

Unsatisfactory Developing Satisfactory Excellent

Criteria
(0-59%) (60%-74%) (75%-87%) (>88%)
Propose multiple •The student did not •The student provided •The student provided more •The student provided
Design solutions provide more than more than one solution than one solution that are more than one solution
(60%) one solution for the that are partially documented and partially that are well-documented
project. documented and not justified and justified.
well justified.
Analyze the •Unable to •Moderately able to •Able to show good •Able to consider and
impact of understand the wider understand the wider understanding of the understand the impact of
engineering impacts of impacts of engineering widespread effects of engineering design
solutions in engineering design design solutions. engineering design solutions, solutions on cost of the
economic, and solutions. •Partially able to assess but with somewhat limited project.
timing contexts •Unable to assess the the impact of simple perspective about long term •Able to thoroughly
(20%) impact of engineering engineering design factors. analyze the impact of
design solutions on solutions on cost of the •Able to consider and engineering design
cost of the project. project. understand the impact of solutions on duration of
•Unable to assess the •Moderately able to engineering design solutions the project.
impact of engineering assess the impact of on cost of the project.
design solutions on engineering design •Able to show good
duration of the solutions on duration understanding of the impact
project. of the project. of engineering design
solutions on duration of the
project.
•Unable to draw •Demonstrate some •Ability to draw conclusions •Ability to draw
Use engineering conclusions about the difficulties to draw about the results and conclusions about the
judgment to draw results and comments conclusions about the comments on some errors. results, errors, and to
conclusions about on some errors. results and comments come up with creative
the results on some errors. suggestions about
(20%) improving the solution
procedure.

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 Grading Rubric - Presentation with voiceover

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)

The slides fail to meet The slides meet only one The slides meet only two of The slides meet all of the
any of the following of the following criteria: the following criteria: following criteria:
criteria: 1) Information presented 1) Information presented is 1) Information presented
1) Information presented is accurate and relevant accurate and relevant to is accurate and relevant
is accurate and relevant to the presentation topic the presentation topic to the presentation topic
to the presentation topic 2) Content is well- 2) Content is well- 2) Content is well-
Slides Content 2) Content is well- organized, all key points organized, all key points are organized, all key points
(20% - Group) organized, all key points are covered and clearly covered and clearly are covered and clearly
are covered and clearly articulated. articulated. articulated.
articulated. 3) An adequate level of 3) An adequate level of 3) An adequate level of
3) An adequate level of detail is provided to detail is provided to cover detail is provided to
detail is provided to cover and analyze the and analyze the topic cover and analyze the
cover and analyze the topic comprehensively comprehensively topic comprehensively
topic comprehensively
The slides fail to meet The slides meet only one The slides meet only two of The slides meet all of the
any of the following of the following criteria: the following criteria: following criteria:
criteria: 1) Video is of very good 1) Video is of very good 1) Video is of very good
1) Video is of very good quality, visually quality, visually engaging, quality, visually
quality, visually engaging, and balanced and balanced in terms of engaging, and balanced
engaging, and balanced in terms of text and text and figures. in terms of text and
in terms of text and figures. 2) Effective use of font and figures.
Slides Design figures. 2) Effective use of font colors to emphasize key 2) Effective use of font
(10% - Group) 2) Effective use of font and colors to emphasize points and maintain visual and colors to emphasize
and colors to emphasize key points and maintain appeal. key points and maintain
key points and maintain visual appeal. 3) Consistent use of fonts, visual appeal.
visual appeal. 3) Consistent use of colors, and design elements 3) Consistent use of
3) Consistent use of fonts, colors, and design throughout the fonts, colors, and design
fonts, colors, and design elements throughout the presentation. elements throughout the
elements throughout the presentation. presentation.
presentation.
The voiceover fails to The voiceover meets The voiceover meets only The voiceover meets all
meet any of the only one of the following two of the following of the following criteria:
following criteria: criteria: criteria: 1) Clear and audible
1) Clear and audible 1) Clear and audible 1) Clear and audible voiceover, appropriate
voiceover, appropriate voiceover, appropriate voiceover, appropriate use use of English language,
use of English language, use of English language, of English language, and and terminologies.
and terminologies. and terminologies. terminologies. 2) The student is
Voiceover 2) The student is 2) The student is 2) The student is explaining, explaining, not just
Delivery explaining, not just explaining, not just not just reading, the reading, the presented
(20% - reading, the presented reading, the presented presented information information effectively.
Individual) information effectively. information effectively. effectively. 3) Effective integration
3) Effective integration 3) Effective integration 3) Effective integration between the voiceover
between the voiceover between the voiceover between the voiceover and and slide content with
and slide content with and slide content with slide content with minimal minimal stumbles, filler
minimal stumbles, filler minimal stumbles, filler stumbles, filler words, or words, or awkward
words, or awkward words, or awkward awkward pauses. pauses.
pauses. pauses.

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 The team voiceover fails The team voiceover The team voiceover meets The team voiceover
to meet any of the meets only one of the only two of the following meets all of the following
following criteria: following criteria: criteria: criteria:
1) The time allocation 1) The time allocation 1) The time allocation 1) The time allocation
between team members between team members between team members is between team members
is fair and provides equal is fair and provides equal fair and provides equal is fair and provides equal
Voiceover
opportunities for each opportunities for each opportunities for each opportunities for each
Delivery
member to contribute member to contribute member to contribute member to contribute
(10% - Group)
2) The presentation is 2) The presentation is 2) The presentation is 2) The presentation is
delivered within the delivered within the delivered within the exact delivered within the
exact provided time. exact provided time. provided time. exact provided time.
3) Smooth transitions 3) Smooth transitions 3) Smooth transitions 3) Smooth transitions
between team members' between team members' between team members' between team members'
segments. segments segments segments
The proposed design(s) The proposed design(s) The proposed design(s) The proposed design(s)
fails to meet any of the meets only one of the meets only two of the meets all of the following
following criteria: following criteria: following criteria: criteria:
1) Well-developed and 1) Well-developed and 1) Well-developed and 1) Well-developed and
detailed with no detailed with no detailed with no mistakes detailed with no
Proposed mistakes mistakes 2) Clear and understandable mistakes
Design(s) 2) Clear and 2) Clear and explanation of the design 2) Clear and
(30% - group) understandable understandable concept understandable
explanation of the design explanation of the design 3) Adequate consideration explanation of the design
concept concept of relevant and realistic concept
3) Adequate 3) Adequate constraints 3) Adequate
consideration of relevant consideration of relevant consideration of relevant
and realistic constraints and realistic constraints and realistic constraints
Analyze the •Unable to understand •Moderately able to •Able to show good •Able to consider and
impact of the wider impacts of understand the wider understanding of the understand the impact
engineering engineering design impacts of engineering widespread effects of of engineering design
solutions in solutions. design solutions. engineering design solutions on cost of the
economic, and •Unable to assess the •Partially able to assess solutions, but with project.
timing contexts impact of engineering the impact of simple somewhat limited •Able to thoroughly
(10%) design solutions on cost engineering design perspective about long analyze the impact of
of the project. solutions on cost of the term factors. engineering design
•Unable to assess the project. •Able to consider and solutions on duration of
impact of engineering •Moderately able to understand the impact of the project.
design solutions on assess the impact of engineering design
duration of the project. engineering design solutions on cost of the
solutions on duration of project.
the project. •Able to show good
understanding of the
impact of engineering
design solutions on
duration of the project.

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 Grading Rubric – Q&A

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)

The student fails to meet The student meets only The student meets only The student meets all of
any of the following criteria: one of the following two of the following the following criteria:
1) Accurately and criteria: criteria: 1) Accurately and
confidently address all of 1) Accurately and 1) Accurately and confidently address all of
the posed questions. confidently address all of confidently address all of the posed questions.
Q&A
2) Utilize relevant technical the posed questions. the posed questions. 2) Utilize relevant
(100% -
terminology when 2) Utilize relevant 2) Utilize relevant technical terminology
Individual)
responding. technical terminology technical terminology when responding.
3) Offer thorough when responding. when responding. 3) Offer thorough
explanations and rationale 3) Offer thorough 3) Offer thorough explanations and rationale
for the answers provided. explanations and rationale explanations and rationale for the answers provided.
for the answers provided. for the answers provided.

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 SO (1) Ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
Performance levels (Rubrics)
Performance Indicators (PIs)
UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI1a Identify and define • Unable to identify • Partially able to • Able to identify the • Consistently able to
complex engineering the required identify the required required identify the required
problems. mathematics, mathematics, mathematics, mathematics,
science and science and science and science and
engineering engineering engineering engineering
principles for a principles for a principles for a principles for a
given engineering given engineering given engineering given engineering
problem. problem. problem. problem.
PI1b Model and • Unable to • Partially able to • Able to understand • Consistently able to
formulate complex understand the understand the the modelling generate at least one
engineering concept of modeling. concept of modeling. concept. successful model for
problems by • Unable to convert a • Partially able to • Able to convert a a specific scenario.
applying principles real-world situation convert a real-world real-world situation • Consistently able to
of engineering, into a model. situation into a into a model. choose the best
science, and model. model among
mathematics. different models.
PI1c Solve complex • Unable to solve • Partially able to • Able to solve • Consistently able to
engineering engineering solve engineering engineering solve engineering
problems by problems using problems using problems using problems
applying principles principles of principles of principles of successfully using
of engineering, engineering, science, engineering, science, engineering, science, principles of
science, and and mathematics. and mathematics. and mathematics. engineering, science,
mathematics. and mathematics and
provide the
optimized solution.

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SO(2) Ability to apply engineering design to produce solutions that meet specified needs with consideration
of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
Performance Performance levels (Rubrics)
Indicators (PIs) UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI2a Identify engineering design • Unable to identify • Partial able to • Able to identify the • Able to define and
requirements and define design requirements. identify design major design explain all design
design strategy. • Unable to use a requirements. requirements. requirements.
design strategy. • Partially able to • Able to define the • A detailed design
define design basic design strategy. strategy is defined and
strategy. clear design's steps
are proposed.
PI2b Identify design constraints: • Minimal or no • Only partial • Major constraints are • All constraints are
public health, safety, welfare, consideration of consideration of considered but not fully taken into
as well as, global, cultural, design's constraints. design's constraints. fully integrated into consideration and
social, environmental, and design. efficiently integrated
economic factors. and applied into the
design.
PI2c Use a methodical process to • Unable to produce • Only a single • Obtain more than one • Obtain a number of
develop and evaluate feasible solutions that meet solution of the solution that meet the solutions that meet the
solutions against the specified needs problem is needs, however, not specified needs and
specifications/requirements and the discovered that all solutions meet the the considerations.
with consideration of public considerations. partially meets the specified needs or the
health, safety, and welfare, as specified needs and consideration.
well as global, cultural, the considerations.
social, environmental, and
economic factors.
PI2d Select a solution by • Unable to perform • Partially analyze • Analyze the different • Successfully analyze
considering risks and making analysis nor to select the different solutions and provide and evaluate all
appropriate trade-offs. a solution. solutions, but not a clear methodology solutions.
able to provide a on how to select a • Select the optimum
solid method on solution. one.
how to select a • Use the insights and
solution. the gained knowledge
to re-assess the
design.

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SO(5) Ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
Performance Performance levels (Rubrics)
Indicators (PIs) UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI5a Demonstrate • Unable to respect • Partially able to respect • Able to respect other team • Consistently able to respect
leadership other team members other team members members and/or their other team members and/or
and and/or their and/or their opinions. opinions. their opinions.
professional opinions. • Partially able to • Able to distribute the • Wisely able to distribute the
behavior in • Unable to distribute distribute the tasks tasks among the team tasks among the team
teams. the tasks among the among the team members. members.
team members. members. • Able to work as a team. • Consistently able to work as a
• Unable to work as a • Partially able to work as Members work in team, team and make collective
team. Members a team. Some members making decisions with decisions after considering
work individually, work individually, considering other views. other members opinions.
making decisions making decisions
without considering without considering
other views. other views.
PI5b Build-up and • Unable as a team to • Partially able as a team • Able as a team to be • Consistently able to listen to
function in be competitive and to make decisions. competitive and other members; encourage
collaborative argumentative with • Partially able to resolve argumentative with each participation of the other
and inclusive each other. team members’ other. members and are courteous
environment. • Unable to resolve conflicts. • Members are able to and respectful to each other.
team members’ make decisions while • Consistently able as a team to
conflicts. considering other work and make collective
members views. decisions after considering
• Able to resolve team alternate views.
members’ conflicts. • Consistently able to resolve
conflicts effectively.
PI5c Establish • Unable to define or • Partially able to define • Able to define or • Consistently able to define or
goals and document clear or document clear goals. document clear goals. document clear goals.
plan tasks to goals. • Partially able to make or • Able to make or plan a • Consistently able to make or
meet the • Unable to make or plan a schedule. schedule. plan a schedule.
objectives of plan a schedule. • Partially able to make • Able to make adjustments • Consistently able to make
the team. • Unable to make adjustments and to and to complete the work. adjustments and to complete
adjustments and to complete the work. • Able to perform assigned the work.
complete the work. • Partially able to perform tasks to meet the • Consistently able to perform
• Unable to perform assigned tasks to meet objectives. assigned tasks to meet the
assigned tasks to the objectives. objectives.
meet the objectives.
PI5d Contribute • Unable to integrate • Partially able to • Able to integrate • Consistently able to integrate
to the teamwork. integrate teamwork. teamwork. Individual teamwork into a cohesive
execution of Individual work Individual work work contributions do not final product.
plans to meet contributions contributions do not conflict with each other. • Consistently able to attain a
objectives of conflict with each conflict with each other. • Able as a team to provide high degree of synergy.
the team. other. • Partially able as a team a feedback incorporated • Consistently able as a team to
• Unable as a team to to provide a feedback into revisions. provide a feedback
provide a feedback incorporated into incorporated into revisions.
incorporated into revisions.
revisions.

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