MANAGEMENT OF A RESIDENTIAL BUILDING

PROJECT
Course Project (30%)

Life Cycle Engineering and Management of

Constructed Facilities
CVL 222

Spring 2024
 Table of Contents
1. Introduction .................................................................................................................... 3
2. Project Description......................................................................................................... 3
3. ABET Learning Outcome ............................................................................................... 5
4. Project Evaluation .......................................................................................................... 5
5. Group Formation............................................................................................................ 5
6. Project Management & Deliverables .............................................................................. 5
7. Turnitin .......................................................................................................................... 6
8. Artificial Intelligence AI-based content ........................................................................... 6
9. APA Style ...................................................................................................................... 6
10. Academic Honesty and Integrity Assurance ................................................................... 6
11. Copyrights ..................................................................................................................... 7
12. Project and team-based work ........................................................................................ 8
13. Student Assessment Rubric ........................................................................................... 8
 1. 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 recognizing
what 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.

2. 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 wealthy investor wants to invest in a residential project. There are two different design companies
that were called upon to provide designs based on the demand of the investor. The designs are provided
in Figure 1 and Figure 2. In order to evaluate the differences between the two proposed designs, the
investor hires your engineering firm. Your role in the project is to find the best design in terms of
duration and cost. To do that you need to use the table given below.
Figure 1: Proposed design 1

Figure 2: Proposed design 2

𝟐∗𝐆𝐫𝐨𝐮𝐩 𝐧𝐮𝐦𝐛𝐞𝐫
Equation 1: 𝟓−
𝟏𝟓

𝟐∗𝐆𝐫𝐨𝐮𝐩 𝐧𝐮𝐦𝐛𝐞𝐫
Equation 2: 𝟒−
𝟏𝟓

The Number of working hours and cost for each task are presented in the below table:
 Cost/Labor/Day
Number of working hours Laborers per
(includes
(per m2) activity
Percentage Area materials)
Surveying 100% Land Area 0.004 4 70
General Excavation 100% Land Area 0.009 7 200
Footings Excavation 25% Building Area 0.05 5 400
Footings 15% Building Area 0.2 4 900
Slab on Grade 100% Building Area 0.02 4 750
Columns per floor 9% Building Area 0.15 5 750
Each Slab and beams 25% Building Area 0.1 5 850
Partition Walls 14% Building Area 0.2 5 650
Door and Windows 4% Building Area 0.2 5 1000
Electricity 3% Building Area 0.35 3 650
Mechanical Instalations 3% Building Area 0.2 3 650
Finishing 2% Building Area 0.4 12 650

Note:
• Friday is not a working day. The maximum number of working hours for a laborer is 8 hours per day.

Group Size: 2 to 3 students.

3. 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).

4. Project Evaluation
Weight

PD1: Design Submission I 15%

Project PD2: Class presentation 10%
Q&A 5%
Total 30%
Notes:
✓ Students have the full responsibility of:
o Submitting the required documents within the deadline
o Verifying that the correct files are submitted
o Verifying that the submitted files are not corrupted
✓ Softcopies are required to be uploaded into Turnitin when applicable.

5. Group Formation
Important notes:

✓ Students of each class need to form project groups (Group 2-3)

6. Project Management & Deliverables

This project is divided into the following deliverables.
Project Deliverable I: Design submission (due date is April 18, 2024 @ 05:00pm):
You are required to:
• Form project groups (group of 2 or 3)
PD1 should include:

• For each propose design: A schedule for the activities that should be performed to build
the facility by providing the shortest durations. For durations always round up.
• For each propose design: A construction cost calculation for the projects.
• A study of the project`s impact on the duration and the cost.
• Use engineering judgment to draw conclusions about the results.

Project Presentation: PowerPoint presentation with voice over (due date is May 9, 2024 @
05:00pm):
The cash flow from the owner to the contractor is in the form of a monthly progress payment of 15% of
the total budget.

The PPT should be very clear, should not exceed 5 min and you are required to:

• Explain thoroughly the cash flow concept.

• Explain the rescheduling for the activities of the two projects under consideration,
taking into account the cash flow.
• Study of the cash flow’s impact on the duration of the two projects under consideration.
• Compare the findings with the previous ones.

Q&A: During class time: May 12-18, 2024, 2nd lecture.

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

7. 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.

8. Artificial Intelligence AI-based content

AI-powered content generating tools are still under development. Students must be particularly aware that
the use of AI-based tools in their academic work may hinder their creativity, critical thinking, and the
attainment of other learning objectives.
As part of assessments, students should refrain from using or submitting any content generated through the
use of AI-based tools as it will be considered as a breach of academic integrity (refer to the section Academic
Honesty and Integrity Assurance).
In particular cases where the use of this tool will be explored, studied or evaluated, the faculty member will
clearly state it and authorize students to use it in their work.

9. 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.

10. Academic Honesty and Integrity Assurance

Honesty when completing assignments is an indication that the course material has been properly
understood. Lack of academic integrity (e.g. plagiarism, copying another person’s work, submitting work done
by a third party, submission of content generated through the use of AI-based tools as own’s work, using
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 reference 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. Students are
also encouraged to contact the AUM Writing Lab to receive help and guidance on all APA-related questions.
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, 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 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 course, and
suspension from the University. Students will refrain from any academic dishonesty or misconduct including,
but not limited to:
• Plagiarism: the presentation of someone else’s ideas, words, or artistic, scientific, or technical work
as one’s own creation. Also, paraphrasing, summarizing, direct quotations, are considered as
plagiarism, if the original source is not properly cited.
• Cheating: is an act of lying, deception, trickery, imposture, or imposition. Cheating characteristically
is employed to create an unfair advantage, usually in one’s own interest, and often at the expense of
others. The person who is sending or receiving assistance is considered cheating.
• Assisting in cheating
• Substituting for another student in the taking of an examination
• Substituting examination booklets/papers
• Submitting the same work for more than one course
• Submitting papers and other work written by others
• Submitting content generated through the use of AI-based tools as own’s work
• Receiving or providing unauthorized help or assistance in any academic work or assignment
• Intentional violation of program and degree requirements and regulations as established by the
University
• Dishonest reporting of computational, statistical, experimental, and research results, or the like
• Using any format of smart or electronic devices as a tool of cheating
• Group responsibility: If plagiarism/cheating or other academic misconduct is detected in a group
work, all members of the group are responsible. Students cannot claim their ignorance of the
plagiarism/cheating in a report submitted by a member of the group. Students are responsible of the
entire work/report, even if they have previously agreed on splitting the tasks between the group
members.
• Securing your work: It is the responsibility of the student/group to ensure that their work/report is
secure and not plagiarized or disseminated. If other students or groups re-use their work or parts of
it, they will be considered as responsible of facilitating plagiarism and cheating.
For a detailed description of academic misconduct please refer to the AUM Student Handbook.

11. Copyrights
Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student Handbook.
 12. 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

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.

13. Student Assessment Rubric

The project is worth 30% of the total grade of your course; project deliverable 1, project deliverable 2, and
Q&A are 15%,10%, and 5%, respectively. The grade will be based on every group’s work, simulation,
prototype, analysis, etc. The student will be evaluated based on the below 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 more
Design solutions provide more than one more than one solution than one solution that are than one solution that are
(60%) solution for the that are partially documented and partially well-documented and
project. documented and not justified justified.
well justified.
Analyze the impact •Unable to understand
of engineering the wider impacts of
solutions in engineering design
economic, and solutions.
timing contexts •Unable to assess the
(20%) impact of engineering
design solutions on
cost of the project.
•Unable to assess the
impact of engineering
design solutions on
duration of the project.
•Unable to draw
Use engineering
conclusions about the
judgment to draw
results and comments
conclusions about
on some errors.
the results
(20%)
Grading Rubric - Presentation with voiceover
Unsatisfactory
(0-59%)
The slides fail to meet any
of the following criteria:
1) Information presented
is accurate and relevant to
the presentation topic
2) Content is well-
Slides Content organized, all key points
(20% - Group) are covered and clearly
articulated.
3) An adequate level of
detail is provided to cover
and analyze the topic
comprehensively
The slides fail to meet any
of the following criteria:
1) Video is of very good
quality, visually engaging,
and balanced in terms of
text and figures.
Slides Design 2) Effective use of font and
(10% - Group) colors to emphasize key
points and maintain visual
appeal.
3) Consistent use of fonts,
colors, and design
elements throughout the
presentation.
•Moderately able to
understand the wider
impacts of engineering
design solutions.
•Partially able to assess
the impact of simple
engineering design
solutions on cost of the
project.
•Moderately able to
assess the impact of
engineering design
solutions on duration of
the project.
•Demonstrate some
difficulties to draw
conclusions about the
results and comments on
some errors.
Developing
(60%-74%)
The slides meet only one
of the following criteria:
1) Information presented
is accurate and relevant to
the presentation topic
2) Content is well-
organized, all key points
are covered and clearly
articulated.
3) An adequate level of
detail is provided to cover
and analyze the topic
comprehensively
The slides meet only one
of the following criteria:
1) Video is of very good
quality, visually engaging,
and balanced in terms of
text and figures.
2) Effective use of font and
colors to emphasize key
points and maintain visual
appeal.
3) Consistent use of fonts,
colors, and design
elements throughout the
presentation.
•Able to show good
understanding of the
widespread effects of
engineering design solutions,
but with somewhat limited
perspective about long term
factors.
•Able to consider and
understand the impact of
engineering design solutions on
cost of the project.
•Able to show good
understanding of the impact of
engineering design solutions on
duration of the project.
•Ability to draw conclusions
about the results and comments
on some errors.
Satisfactory
(75%-87%)
The slides meet only two of
the following criteria:
1) Information presented is
accurate and relevant to the
presentation topic
2) Content is well-organized,
all key points are covered and
clearly articulated.
3) An adequate level of detail
is provided to cover and
analyze the topic
comprehensively
The slides meet only two of
the following criteria:
1) Video is of very good
quality, visually engaging, and
balanced in terms of text and
figures.
2) Effective use of font and
colors to emphasize key points
and maintain visual appeal.
3) Consistent use of fonts,
colors, and design elements
throughout the presentation.
•Able to consider and
understand the impact of
engineering design solutions
on cost of the project.
•Able to thoroughly analyze
the impact of engineering
design solutions on duration
of the project.
•Ability to draw conclusions
about the results, errors,
and to come up with
creative suggestions about
improving the solution
procedure.
Excellent
(>88%)
The slides meet all of the
following criteria:
1) Information presented
is accurate and relevant to
the presentation topic
2) Content is well-
organized, all key points
are covered and clearly
articulated.
3) An adequate level of
detail is provided to cover
and analyze the topic
comprehensively
The slides meet all of the
following criteria:
1) Video is of very good
quality, visually engaging,
and balanced in terms of
text and figures.
2) Effective use of font and
colors to emphasize key
points and maintain visual
appeal.
3) Consistent use of fonts,
colors, and design
elements throughout the
presentation.
 The voiceover fails to meet
any of the following
criteria:
1) Clear and audible
voiceover, appropriate use
of English language, and
terminologies.
2) The student is
Voiceover explaining, not just
Delivery reading, the presented
(20% - Individual) information effectively.
3) Effective integration
between the voiceover
and slide content with
minimal stumbles, filler
words, or awkward
pauses.
The voiceover meets only The voiceover meets only two The voiceover meets all of
one of the following of the following criteria: the following criteria:
criteria: 1) Clear and audible 1) Clear and audible
1) Clear and audible voiceover, appropriate use of voiceover, appropriate use
voiceover, appropriate use English language, and of English language, and
of English language, and terminologies. terminologies.
terminologies. 2) The student is explaining, 2) The student is
2) The student is not just reading, the explaining, not just
explaining, not just presented information reading, the presented
reading, the presented effectively. information effectively.
information effectively. 3) Effective integration 3) Effective integration
3) Effective integration between the voiceover and between the voiceover
between the voiceover slide content with minimal and slide content with
and slide content with stumbles, filler words, or minimal stumbles, filler
minimal stumbles, filler awkward pauses. words, or awkward
words, or awkward pauses.
pauses.

The team voiceover fails to
meet any of the following
criteria:
1) The time allocation
between team members is
fair and provides equal
Voiceover
opportunities for each
Delivery
member to contribute
(10% - Group)
2) The presentation is
delivered within the exact
provided time.
3) Smooth transitions
between team members'
segments.
The proposed design(s)
fails to meet any of the
following criteria:
1) Well-developed and
detailed with no mistakes
Proposed
2) Clear and
Design(s)
understandable
(30% - group)
explanation of the design
concept
3) Adequate consideration
of relevant and realistic
constraints
Analyze the •Unable to understand the
impact of wider impacts of
engineering engineering design
solutions in solutions.
economic, and •Unable to assess the
timing contexts impact of engineering
(10%) design solutions on cost of
the project.
•Unable to assess the
impact of engineering
design solutions on
duration of the project.
The team voiceover meets The team voiceover meets
only one of the following only two of the following
criteria: criteria:
1) The time allocation 1) The time allocation
between team members is between team members is fair
fair and provides equal and provides equal
opportunities for each opportunities for each
member to contribute member to contribute
2) The presentation is 2) The presentation is
delivered within the exact delivered within the exact
provided time. provided time.
3) Smooth transitions 3) Smooth transitions
between team members' between team members'
segments segments
The proposed design(s) The proposed design(s) meets
meets only one of the only two of the following
following criteria: criteria:
1) Well-developed and 1) Well-developed and
detailed with no mistakes detailed with no mistakes
2) Clear and 2) Clear and understandable
understandable explanation of the design
explanation of the design concept
concept 3) Adequate consideration of
3) Adequate consideration relevant and realistic
of relevant and realistic constraints
constraints
•Moderately able to •Able to show good
understand the wider understanding of the
impacts of engineering widespread effects of
design solutions. engineering design solutions,
•Partially able to assess but with somewhat limited
the impact of simple perspective about long term
engineering design factors.
solutions on cost of the •Able to consider and
project. understand the impact of
•Moderately able to assess engineering design solutions
the impact of engineering on cost of the project.
design solutions on •Able to show good
duration of the project. understanding of the impact
of engineering design
solutions on duration of the
project.
The team voiceover meets
all of the following criteria:
1) The time allocation
between team members is
fair and provides equal
opportunities for each
member to contribute
2) The presentation is
delivered within the exact
provided time.
3) Smooth transitions
between team members'
segments
The proposed design(s)
meets all of the following
criteria:
1) Well-developed and
detailed with no mistakes
2) Clear and
understandable
explanation of the design
concept
3) Adequate consideration
of relevant and realistic
constraints
•Able to consider and
understand the impact of
engineering design
solutions on cost of the
project.
•Able to thoroughly
analyze the impact of
engineering design
solutions on duration of
the project.

Unsatisfactory
(0-59%)
The student fails to meet any
of the following criteria:
1) Accurately and confidently
address all of the posed
Q&A questions.
(100% - 2) Utilize relevant technical
Individual) terminology when
responding.
3) Offer thorough
explanations and rationale for
the answers provided.
Grading Rubric – Q&A
Developing
(60%-74%)
The student meets only one
of the following criteria:
1) Accurately and confidently
address all of the posed
questions.
2) Utilize relevant technical
terminology when
responding.
3) Offer thorough
explanations and rationale
for the answers provided.
Satisfactory
(75%-87%)
The student meets only two
of the following criteria:
1) Accurately and confidently
address all of the posed
questions.
2) Utilize relevant technical
terminology when
responding.
3) Offer thorough
explanations and rationale
for the answers provided.
Excellent
(>88%)
The student meets all of the
following criteria:
1) Accurately and confidently
address all of the posed
questions.
2) Utilize relevant technical
terminology when
responding.
3) Offer thorough
explanations and rationale
for the answers provided.
 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.
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.
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.