construction industry council career advisor’s toolkit · 2015-01-03 · cic ‐ career...

CIC ‐ Career Advisor’s Toolkit, January 2011

©Construction Industry Council. First published 2011

Construction Industry Council

Career Advisor’s Toolkit Information for careers advisors on roles in the professional, management and technical sector of construction and the built environment

January 2011

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About the Construction Industry Council (CIC) and ConstructionSkills

The Construction Industry Council (CIC) represents the views of the industry (from a professional, managerial and technical

viewpoint) in ConstructionSkills – the Sector Skills Council for construction.

ConstructionSkills is a partnership between CIC, CITB‐ConstructionSkills and CITB ConstructionSkills Northern Ireland.

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Contents About the Construction Industry Council and ConstructionSkills

1. Introduction

2. Quick reference

2.1 What is a built environment professional?

2.2 Industry overview, why work in construction?

2.3 Project stages and professional roles in construction.

2.4 Comparative salaries and future outlook.

2.5 Links to trade and craft information.

3. In‐depth

3.1 Routes into the industry – home nation progression maps.

3.2 Finding work experience.

3.3 Studying and sponsorship.

3.4 Ambassadors and role models.

3.5 Case studies – professional perspective.

Appendix A – Useful links, further information and support

Appendix B ‐ Engaging Activity ‐ Tower Building

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Construction and the built environment is a large, diverse and exciting industry which provides endless opportunities to change

and improve the world around us.

The aim of this toolkit is to support your understanding (as a careers advisor) of the many professional disciplines in the built

environment sector and to assist your work in inspiring and guiding the career development of all.

For ease of reference this toolkit has been split into a quick reference section giving you an overview of professionalism, job

roles and the industry with a second more in depth section looking at routes, ambassador support and case studies perspectives

from practitioners in the industry.

1. Introduction

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2.1 What is a built environment

professional?

1. A professional is a member of learned organisation, body

or institution, meeting certain competence criteria in

both knowledge and practice.

2. A professional is a learned person and an expert in their

field.

3. A professional is examined by their peers, has a code of

conduct, must continue to take part in lifelong learning

(Continual Professional Development) and be registered.

For Example: A Construction Manager

Construction Managers, are responsible for running

construction sites and in the UK they are typically

members of the Chartered Institute of Building (CIOB).

CIOB members are skilled managers and professionals

with a common commitment to achieving and

maintaining the highest possible standards.

Chartered Member status, represented by the

designations MCIOB and FCIOB, is recognised

internationally as the mark of a true professional in the

construction industry.

For more information on professional bodies and becoming a

professional see Appendix A in this document.

2. Quick Reference 2.2 Construction Industry, Brief Overview

The construction industry is an important contributor to

the UK’s economy, generating over 8% of UK GDP (source

the ConstructionSkills Strategic Plan 2009 – 2010).

Approximately 2.6 million people in the UK work in the

industry.

Skill shortage – 20% of professionals will retire in the next

10 years .

For more information on the local labour market visit the

ConstructionSkills website at:

http://www.cskills.org/sectorskills/csn/csnoutputs/index.aspx

Why work in construction?

Where are you now? Are you at work, school or college or

travelling on a train or tube? Each and every space that you

use daily has been planned, designed and constructed by

someone working in our amazing industry. A career in the

built environment creates the opportunity to:

Create new living, learning, working or leisure spaces

Improve the environmental impact of buildings

Make a positive contribution to the low carbon/ energy

agenda

Enjoy a huge variety of work

Assist those in need, for example reconstruction

following a natural disaster

Work as part of a team or be self‐employed

Have the opportunity to travel and work abroad

http://www.cskills.org/sectorskills/csn/csnoutputs/index.aspx

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2.3 Project Stages and Professional Roles

The indicative diagram below illustrates the typical stages of

a traditional construction project from inception (initial

ideas) to final completion and handover and where each of

the practitioners makes a contribution to the scheme.

Project Stages ‐ diagram 1

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Professional Roles in Construction

A summary of many of the professional, managerial and

technical roles are outlined below and split into the following

areas:

Building and Spatial Design, Planning, Engineering,

Contracting Professionals, Surveying and Asset Management,

Management and finally Technical and Teaching roles.

Building and Spatial Design

To be a spatial designer an interest in design, art, science

and technology is useful. Most designers have a good

imagination, enjoy drawing and or making things, working

with computers and have a good understanding of maths.

Interior Designers are creative problem solvers

bringing together architecture, art, graphics and

textiles for living spaces and commercial environments.

Interior designers may move into related areas, such as

theatre set design, exhibition design or design

management.

Architects come up with imaginative new buildings

designed to meet the needs of users and the

environment as well as solutions for restoring and

reusing old buildings.

Urban Designers focus on the creation of places

including the design of streets, squares, groups of

buildings and landscapes.

Landscape Architects plan, design and manage outdoor

space while working closely with the community.

Architectural Technologists and Technicians are

specialists in the science of architecture and make sure

building designs are practical and useable.

Design Managers normally work for the contractor on

major projects and take all of the written and drawn

information provided by the architects, engineers etc

and coordinate the information ensuring that build

runs smoothly.

Architect

Landscape Architect

Structural Engineer

Civil Engineer

Planning

To be a planner good organisational skills and an interest in

contributing to the future well being of our rural and urban

areas is very useful.

Town Planners manage the use of space in urban and

rural areas on everyone’s behalf. They are responsible

for encouraging new development while considering the

environmental and social impacts of new buildings and

spaces. Planners typically have interests in engaging

communities, geography, history and protecting the

environment.

Transport Planner/ network and traffic management

They plan, manage and improve the transport system.

They forecast travel patterns and are experts in the

various environmental and social effects of road

transport.

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Engineering

Engineering is a huge subject covering a multitude of

subjects including construction. Engineers tend to be

practical, creative, have a keen interest in how things work

and a very good understanding of maths and technology.

Building Services Engineers make buildings

comfortable and safe for everyone. They work with

other members of the design team to ensure that a

building is well ventilated, the right temperature, well

lit and has the power communication and IT systems

most suited to the needs of users.

Structural Engineers make sure that structures are able

to deal with the conditions that they are built in. They

help to design and maintain structures ensuring that

they are sufficiently strong enough to withstand the

load imposed by people, equipment, wind, snow or

unstable ground.

Civil Engineers work to connect people, places and

resources together. They do this by designing and

constructing a variety of infrastructure systems such as

transport connections, roads, bridges and tunnels; and

elements designed to control the distribution of

resources such as dams, waterways and much more.

Acoustic Engineers focus on the science of sound, its

production, transmission and effects. Acousticians are

interested in ensuring that sound is controlled inside

and outside of buildings allowing users to enjoy spaces.

Ground Engineers ‐ specialists in geological structures

materials and processes, they work to come up with

practical solutions to ground related problems

designing foundations, earthworks and underground

structures.

Contracting Professionals

Construction professionals often work as consultants

(employed by the client) or can be employed by contracting

organisations (the builder). Below are some of the specialist

contracting disciplines.

Estimators look closely at the design information and

specifications of a new building project and forecast the

actual build cost including, materials, people and plant

etc. An aptitude for figures and an ability to work to

deadlines are useful.

Buyers procure the materials and equipment required to

complete a project ‐ they need to have a good head for

figures, a good understanding of the building process

and negotiation skills.

Construction Planners use a mix of skills in business,

management, law, construction and the environment to

plan and monitor progress on site. Planners need a

logical, practical mind and good spatial awareness.

Building Services Engineer

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Facilities Management professionals help to ensure that

once the building is complete and occupied, the users

continue to have a safe and functioning facility. They

provide services ranging from space management to

building maintenance, administration and contract

management.

Management

Most industries employ managers to ensure that work is

completed on time, on budget and to an agreed level of

quality. Managers have high levels of responsibility, often

managing people and resources.

Project Managers normally represent the client and

work to ensure that a project is completed to an agreed

timescale, budget and level of quality. They tend to be

proactive and good communicators who enjoy working

to deadlines, leading the team and presenting ideas to

others.

Construction Managers are in charge of building sites

and the people that work there. They liaise with

architects, building control surveyors, health and safety

managers, engineers and suppliers to ensure that

projects are completed safely, on time and to the

required quality.

Contracts Managers are senior managers normally

employed by construction companies to oversee the

legal and commercial aspects of a building contract.

They work closely with the client and site managers to

ensure the smooth running of a construction project.

Facilities Manager Surveying and Asset Management

Surveying is the measuring, valuing, protecting and

enhancing of all the world’s physical assets. Surveyors are

essential to the development and construction of new and

existing buildings by providing expertise and advice to

clients, contracts and design consultants.

Quantity Surveyors manage and advise on the costs of

a construction project to ensure that the building

process is efficient and on budget. They have a great

understanding of the building process and the legal

issues involved.

Building Control Surveyors ensure that the

Government’s regulations relating to the built

environment are followed during the design and

construction stages of a project. The key issues they

focus on are the accessibility of buildings, energy

conservation and safety.

Building Surveyors provide professional advice on the

design, maintenance, repair and refurbishment of

buildings. They have good observational skills, a good

understanding of how buildings are constructed and

good problem solving skills.

Geomatic (Land) Surveyors collect information on the

existing conditions on a particular area or building .

They use specialist equipment and work with

computers to create accurate drawings and reports for

clients, designers and contractors. An interest in

geography and maths is useful.

Building Conservation Specialists work to conserve and

maintain buildings of historical value by offering advice

on how to restore them in an architecturally

appropriate way. An interest in history, architecture

and preservation is useful for this role.

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Health and Safety Managers are experts in the safety

issues that may affect a project during the construction

stage and they work closely with the site management

team.

Clerks of Works inspect and keep detailed records on

the building of a project to keep the client updated on

progress with the works, ensure high quality work and

safe construction methods are used.

Technical and Teaching roles

3D computer and physical model makers ‐ computer

aided design or CAD is a key tool in modern design and

communication . Technicians and designers use this

sophisticated software to create everything from 2D

drawings of layouts and animations of potential

schemes. Physical 3D models are also used to represent

new and existing buildings and spaces to scale for

clients, users and to assist the design team. An interest

in IT, animation, model making either by hand or using

a computer, is needed along with a keen eye for detail.

Product Specialists – structures are typically made up

of a mixture of standard materials and custom made

items including everything from bricks, steel sections,

doors, windows or whole rooms (e.g. bathroom pods).

Designers work with product specialists, employed by

the supplier or manufacturer, taking advice on the

likely performance and suitability of their products for

a particular project or design. Good communication

skills, an interest in technology and how things work

are useful abilities for this role.

Built Environment FE/HE Lecturers are responsible for

training the next generation of potential crafts

specialists, artisans, technician and practitioners in

construction.

For info aimed at 11‐19 year olds on a selection of

professional roles available download CIC’s careers

pack “A Professional Career in the Built Environment”

from http://www.cicskills.org.uk/resources/resources.php

Geomatic Surveyor

Building Conservation Specialists

Teacher/ FE/ HE Lecturer

http://www.cicskills.org.uk/resources/resources.php

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2.4 Comparative Salaries and Future

Outlook

A popular questions for anyone new to the industry is “how

much will I earn?” Each year Building magazine survey the

industry on the average earnings and the table below brings

together their survey info.

(1), (2), (3) & (4) From Building Magazine’s 2009 Salary Survey Important note – the salary values shown are for guidance only

Future Outlook

Construction is a fast paced and complex industry and is a

significant driver of the UK’s economy.

The built environment is important not only to the UK’s

economic stability but also to the wider issue of reducing the

environmental impact of human activity. The Low Carbon

Agenda and the UK’s commitments to reducing carbon

means that new job roles and skills will need to be

developed in design, innovation, engineering and retrofitting

buildings in the future.

The maintenance and expansion of the UK’s infrastructure

also offers opportunities and demands for skilled individuals

to build and maintain rail, tram, road, water and power

networks.

Profession Average Starting Salary

under 25 years old

Structural Engineer (1) £19,000 ‐ £24,000

Project Manager (2) £25,000 ‐ £35,000

Architect (3) £16,000 ‐ £20,000

Quantity Surveyor (4) £18,000 ‐ £24,900

2.5 Information on Trade and Craft Careers

The bconstructive website has been developed by

ConstructionSkills. It is a comprehensive website aimed at

young people that includes information on construction

trade, technical and professional careers and

qualifications. The site also features case studies on people

in industry, information on training and details of high

profile UK construction projects www.bconstructive.co.uk

Trade and craft operatives would normally complete an

apprenticeship to become qualified. Apprenticeships

(Higher and Advanced) are also available for those

interested in working towards a professional qualification.

To find out more about vacancies and types of

apprenticeships available within construction and the built

environment visit:

http://www.apprenticeships.org.uk/Types‐of‐

Apprenticeships/Construction‐Planning‐and‐the‐Built‐

Environment.aspx

http://www.bconstructive.co.uk

http://www.apprenticeships.org.uk/Types-of-Apprenticeships/Construction-Planning-and-the-Built-Environment.aspx









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3.1 Routes into industry – Home Nation Progression Maps

The construction industry has long held the reputation for being accessible to all in terms of the types and levels of work

available and the myriad routes into a career in the industry. Levels of accessibility are still high with many opportunities for

people at a variety of ages and academic achievement. Progression routes offer a mix of work related learning and assessment,

academic (full and part time) and apprenticeship routes. The information below gives you and your clients some idea of the

routes and opportunities available to them in terms of their professional development:

3. Toolkit in depth

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For more information on progression routes and careers paths please click on the following link to view the Built Environment

Careers Map at http://careers.cicskills.org.uk/

http://careers.cicskills.org.uk/

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3.2 Work Experience and Internships

Professional consultancies can range in size from one person to over a thousand people and specialise in one area of expertise

or be multidisciplinary in nature. Consultancies and other employers normally offer work experience opportunities to students

for periods of 1‐2 weeks to support learning at years 10 and 11, they may also offer work experience to adults for varying

periods of time. While many companies offer work experience they may not advertise the fact, so it is worth contacting

individual organisations for further information.

Your clients should approach the employers of their choice with a CV and letter. Local Education Business Partnerships (EBPs)

may be able to assist with making links with employers . Below are links to useful websites on work experience and placements:

The Institute of Education Business Excellence, http://www.iebe.org.uk for general information on work experience and to

link to you local education business partnership organisation http://www.iebe.org.uk/index.php/ebpo‐directories

A Year in Industry www.yini.org.uk/ assists students (graduates) with gaining paid work experience. Visit their site for more

information. The Industrial Trust ‐ The Industrial Trust works to provide out of school and in‐company educational experiences for young

people. Visit their website for further information http://www.industrialtrust.org.uk/ Graduate Talent Pool is a partnership between government and employers designed to help recent graduates find work

experience. Visit http://graduatetalentpool.direct.gov.uk for more information.

Professional Institutions and Sector Skills Councils often offer further information and guidance on gaining work experience. A list of Professional Institutions and SSC’s can be found in Appendix A.

http://www.iebe.org.uk

http://www.iebe.org.uk/index.php/ebpo-directories

http://www.yini.org.uk/

http://www.industrialtrust.org.uk/

http://graduatetalentpool.direct.gov.uk/

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3.3 Ambassadors and Role Models

Ambassadors are industry role models and offer a great way

to link to individuals and companies that can support and

guide those interested in entering the industry. They can

support school, college and university students, teachers,

lecturers and career guidance staff. They can also link clients

to employers, which could lead to work experience

opportunities.

STEM (Science Technology Engineering and Maths)

Ambassadors are a national network of role models

offering support to students from age 5‐19 years old.

They have a database of over 18,000 ambassadors who

have expertise in a wide range of disciplines, work in

STEM related careers and volunteer their services for

free. For more information visit http://

www.stemnet.org.uk/content/ambassadors

The Institution of Civil Engineers (ICE) has their own

ambassador scheme organised by each of the regional

offices and in partnership with STEMNET. ICE organise

education work via their regional networks ‐ visit http://

www.ice.org.uk/nearyou/UK‐Regions, click on the region

applicable then follow the “Education” link for more

information on support in your area.

Construction Ambassadors are a national network of

people with pan occupational coverage. They are co‐

ordinated by ConstructionSkills. For more information

please visit www.cskills.org and type ‘construction

ambassadors’ in the search box. Alternatively contact

your local ConstructionSkills office.

The top two images to the right feature volunteers on the

CIC Coaching Scheme, a project developed to encourage

young people to consider construction as a career. For more

information on an engaging activity go to Appendix B of this

toolkit for the Tower Challenge.

http://www.stemnet.org.uk/content/ambassadors




http://www.ice.org.uk/nearyou/UK-Regions




http://www.cskills.org

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3.4 Studying and Sponsorship

CITB‐ConstructionSkills (Industry Sector Skills Council) offer Inspire Scholarships for undergraduates worth up to £3,000

per annum visit http://www.cskills.org/workinconstr/routesintoconstruction/scholarships/index.aspx for more information.

The ICE (Institution of Civil Engineers) offer a QUEST Scholarship to civil engineers students www.ice.org.uk and http://www.ice.org.uk/Membership/Scholarship‐and‐Awards/QUEST‐Awards

The Stephen Lawrence Trust is a national education charity set up to inspire and support young people considering

architecture and urban design and promote diversity. For more information on their work and bursary scheme for students

visit http://www.stephenlawrence.org.uk/

http://www.cskills.org/workinconstr/routesintoconstruction/scholarships/index.aspx

http://www.ice.org.uk

http://www.ice.org.uk/Membership/Scholarship-and-Awards/QUEST-Awards




http://www.stephenlawrence.org.uk/

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3.5 Case studies – A Professional

Perspective

For more case studies from trade, technical, managerial and

professional practitioners visit the ConstructionSkills website

at http://www.cskills.org/supportbusiness/routes/

casestudies/index.aspx.

Case Study 1 ‐ Architect and Urban Designer, Antonio

Pisano works for Sheppard Robson (http://

www.sheppardrobson.com/) and shares his career

development and future plans below:

Can you explain what your job entails?

My job entails designing, technical detailing, project

management, communication and visualization.

What route did you take to get to where you are today?

I finished high school and went to University at the Polytechnic

in Milan, finished my MA in the Netherlands. I then worked in

Rotterdam, Milan and London.

How would you describe your typical day?

It varies. One day I could spend the whole time designing at my

computer with my headphones on, being on site or presenting

the project to others ‐ it depends on the project stage.

Where do you see yourself in five years time?

Running my own company with a friend of mine, we are on the

case!

Name the top five attributes you think you need to do your

job?

You need to be communicative, committed, enthusiastic, logical

and curious.

If you could pass on one piece of advice to a young person

today, what would that be?

Whatever job you wish to do ‐ play to win!

Case Study 2 ‐ Jonathon Mullin is a Structural Engineer

working for Ramboll UK (http://www.ramboll.com/) and he

shares his career journey below:

Can you explain what your job entails?

We design buildings, bridges and other structures to be strong

and stable enough to stand up, to be as economical and efficient

as possible, and simple to construct. We work with architects to

bring ideas to reality.

What made you choose a career in the construction industry?

Engineering was a natural choice for me, and I knew I wanted to

be an engineer from the age of twelve. It’s a suitable career for

anyone who is practically minded, inventive, and curious about

how things work. It uses maths and physics, and I was good at

these too.

What is the best thing about your job?

It never stands still! The construction industry is always coming

up with new technologies and ways of building ‐ we need to stay

on our toes to keep up.

Name the top five attributes you think you need to do your job?

The best structural engineers are team players, effective at

communicating their thoughts, can think outside the box, are

able to sketch ideas simply and quickly, and good with numbers.

Where do you see yourself in five years time?

I’m interested in using traditional ways of building with wood. I’d

love to set up a small business that could both design and

construct these specialist projects.

If you could pass on any advice to a young person today, what

would that be?

Try and get some work experience in the career you’re thinking

of. Not only can this help you decide if you really want to do it,

but it will also make you stand out from the crowd when it comes

to applying for university places and jobs.

Jonathon Mullin shares his

knowledge and experience

with careers advisors.

Antonio Pisano takes part

in a webcast for a new CIC

project on professional

careers

http://www.cskills.org/supportbusiness/routes/casestudies/index.aspx




http://www.sheppardrobson.com/




http://www.ramboll.com/

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Case Study 3‐ Michelle Smith is an Associate Director and

Project Manager working for Drivers Jonas Deloitte (http://

www.djdeloitte.co.uk), she shares her career journey below:

Can you explain what your job entails? I manage construction

projects from the initial idea the Client has, through the design

stages and construction on site, to the finished building.


My dad is a builder and so I was influenced by seeing what he

did in his day to day job and my interest in the construction

industry developed from there.

What route did you take to get where you are today?

I took A‐levels in History, Design & Technology and Media

Studies which is quite a mixture! I originally wanted to be an

architect so went to University to study Architecture. I passed

my BA (Hons) in Architecture and realised that I was more

suited to a career in Project Management and so I studied part

time for my Post Graduate Diploma in Project Management

whilst working full time as an Assistant Project Manager.

What is the best thing about your job? Being able to work in an

industry where team work is key. Although it is hard work we

also have a lot of fun. I also like the fact that I deliver a tangible

end product that others get to see and use for many years to

come.


job? You have to be: Well organised, a team leader, an excellent

communicator – both listening and passing on information, a

problem solver and a team player.

Where do you see yourself in five years time? Hopefully as a

Director of Drivers Jonas Deloitte having helped expand our

business and working with new as well as my existing Clients.


would that be?

Never turn down an opportunity even if it doesn’t seem

relevant to what you want to do or where you want to go in life.

You never know where the opportunity might lead or what

other doors it might open for you. Life is too short!

Case Study 4 ‐ Rachel Brown is a Building Services Manager

working for Morgan Sindall ( www.morgansindall.com ):

Can you explain what your job entails? I work for a construction

company and look after all the trades that install building services

(heating engineers, plumbers, electricians etc). I get involved in

checking bids when we are tendering a project (where specialists

bid for the work), right through the construction and then

completion and handover.


I always wanted to be some kind of engineer from a very early

age but I didn’t know what type until I was about 16/17. My Dad

was a solicitor but as a family we had a very strong interest in

buildings and architecture. We spent a lot of holidays in historical

places!


I did ‘O’ levels, then ‘A’ levels in maths, biology and physics then I

went on to do a degree at Newcastle Polytechnic. I originally

chose courses at university that were ‘engineering with

architecture’, but my grades weren’t good enough and so I ended

up on the Building Services degree at Newcastle!

How would you describe your typical day?

Impossible, some days I am walking round site all day inspecting

work, other days I am in meetings and meeting clients. I spend a

lot of time at the computer passing on information and resolving

queries.

What’s the best thing about your job? It is so varied and always

interesting ‐ I never get bored!

Name the top five attributes you think you need to do your job?

Common sense, humour, technical knowledge, commercial

acumen and a calm nature.


would that be?

Get as much experience as you can and talk to lots of people so

that you can be sure you’re chosen career path is REALLY going to

suit you.

Rachel Brown shares

here knowledge with

students from Chorlton

and Loreto High

Schools in Manchester.

Michelle Smith helps

students build a tower from

spaghetti and

marshmallows.

http://www.djdeloitte.co.uk/




http://www.morgansindall.com

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Case Study 5 ‐ Jon Gaskell is a Senior Design Manager

working for Carillion Building (http://

www.carillionplc.com/ ):

Can you explain what your job entails? I manage the design

process through to construction on site ensuring that cost, build

‐ability and safety issues are fully considered. It is my job to

ensure that the design team and specialist designers issue the

information in a timely manner to meet the programme.


Were there key people who influenced your choice?

I have always been interested in construction and originally

wanted to become an Architect. I did an “O” level in

Geometrical Building Drawing and have never really wanted to

go into any other industry. My uncle is a Civil Engineer who

designs bridges.


I did my “A” levels and then went on to University to do a

degree in Building Technology & Management. I started work as

a Site Engineer and progressed to Site Agent before moving into

Design.

How would you describe your typical day? Very busy and

varied! No two days are the same and you may have to deal

with all kinds of issues relating to the design and discuss issues

with various stakeholders including; Clients, Designers,

Subcontractors, Suppliers, Site Staff etc..

What’s the best thing about your job? Having an end product.

We are changing the appearance of the skyline and built

environment so what we do can influence peoples opinions.


job? Team Player / Organised / Logical thinker / Good

communicator / Patient.


would that be?

Get a good education and be aware of the many jobs within the

construction industry as you can because something is likely to

suit you!

Jon Gaskell shows

students around

one of the buildings

he worked on, The

Hilton Hotel,

Deansgate,

Manchester

Case Study 6 ‐ Esther Howe is a Planning and Regeneration

Consultant for URS Scott Wilson (http://www.urscorp.eu/ ):

Can you explain what your job entails? I work for a large

environmental and engineering consultancy (about 60,000

people). My team does town planning, regeneration and

economics work.

Consultants are hired for a limited amount of time, and paid a

fixed sum of money, to do a particular job. On each job, I will

need to use my expertise in town planning and regeneration in a

different way. An example of a typical project might be: a local

council, which is responsible for ensuring new buildings do not

have a negative impact on the people and environment around

them, will ask us to write a town planning policy document for

them.


I really enjoyed geography at school, because I liked learning

about places and people, and why the world is like it is. I went on

to study geography at university. I didn’t realise it until a bit later,

but town planning and regeneration very much reflects these

interests.

How would you describe your typical day? I am generally based

at my office, however for certain projects I may need to travel

elsewhere in London or the UK for meetings or site visits. The

tasks for the day might include:

writing or researching a report or proposal by reading documents / looking on the internet / talking to colleagues /

compiling and analysing statistics and drawing conclusions

from them;

consulting with businesses, local residents, government bodies

or other people by ringing them or meeting with them.


would that be? When you are at school, it feels like a lifetime and

it might not be clear what all the effort is for, but once you have

left you will never regret your hard work. Qualifications give you

options to do want you want to with the rest of your life – earn

lots of money, or devote yourself to society, or do something else

you are interested in! Also: don’t worry if you don’t know exactly

what you want to after school: if you just get out there, work

hard, and earn some money if you can ‐ it will all be good

experience!

Esther Howe working with

students at St Saviours and

St Olaves High School

http://www.carillionplc.com/




http://www.urscorp.eu/

20



For further detail on the various disciplines outlined in section

2.3 of this document visit the following sites.

Professional Institutions

Building and Spatial Design

CIAT Chartered Institute of Architectural

Technologists

LI Landscape Institute

BIID British Institute of Interior Design

RIBA Royal Institute of British Architects

ACA Association of Consultant Architects

Planning

RTPI Royal Town Planning Institute

CIHT Chartered Institution of Highways &

Transportation

Management

CIOB Chartered Institute of Building

APM Association for Project Management

ICWCI Institute of Clerks of Works and

Construction Inspectorate

Appendix A

Engineering

ICE Institution of Civil Engineers

CIBSE Chartered Institution of Building Services

Engineers

IHE Institute of Highway Engineers

ISTRUCTE Institution of Structural Engineer

CIPHE Chartered Institute of Plumbing and Heating

Engineering

ABE Association of Building Engineers

Surveying and Asset Management

RICS Royal Institution of Chartered Surveyors

CQSA Consultant Quantity Surveyors Association

LABC Local Authority Building Control

ICES Institution of Civil Engineering Surveyors

Technical and Teaching

BRE BRE

CEBE Centre for Education in the Built

Environment

BSRIA Building Services Research and Information

Association

NHF National Housing Federation

NHBC National House‐Building Council

BIFM British Institute of Facilities Management

http://www.ciat.org.uk/

http://www.landscapeinstitute.org/

http://www.bida.org/

http://www.architecture.com/

http://www.acarchitects.co.uk/

http://www.rtpi.org.uk/

http://www.iht.org/

http://www.ciob.org.uk/

http://www.apm.org.uk/

http://www.icwgb.org/

http://www.ice.org.uk/

http://www.cibse.org/

http://www.ihie.org.uk/

http://www.istructe.org.uk/

http://www.iphe.org.uk/

http://www.abe.org.uk/

http://www.rics.org/

http://www.cqsa.co.uk/

http://www.labc.uk.com/

http://www.ices.org.uk/

http://www.bifm.org.uk/

http://www.bre.co.uk/

http://cebe.cf.ac.uk/

http://www.bsria.co.uk/

http://www.housing.org.uk/

http://www.nhbc.co.uk/

21



http://www.cic.org.uk The Construction Industry Council (CIC) is the representative forum for the professional

bodies, research organisations and specialist business associations in the construction

industry. It is also a partner in the Sector Skills Council for Construction.

It provides a single voice for professionals in all sectors of the built environment through its

collective membership of 500,000 individual professionals and 25,000 firms of construction

consultants.

For resources related to professional and technical careers including “A Professional Career

in the Built Environment” our careers pack ‐ please visit: http://www.cicskills.org.uk/

resources/resources.php

www.cskills.org/ ConstructionSkills Sector Coverage: Construction. For information aimed at young people

developed by ConstructionSkills and covering all levels of our industry visit http://

www.bconstructive.co.uk/

www.assetskills.org/ Asset Skills Sector Coverage: Property, housing, cleaning services, parking and facilities

management. Asset Skills works to improve productivity, efficiency and effectiveness in

facilities management, housing, property, planning, cleaning and parking.

www.euskills.co.uk/ EUSkills is the sector skills council for Energy and Utilities and has a range of information on

disciplines relating to power, water, gas, waste management and low carbon careers. http://

www.euskills.co.uk/careers/teachers/

www.summitskills.org.uk SummitSkills the sector skills council for Building Services Engineering has a careers and

progression information for those considering a future in related disciplines such as heating

and ventilation engineers, gas fitters and much more. Visit http://www.goodday.org.uk/

Careers/Careers‐Online‐Map/10 for more information.

http://www.lantra.co.uk/ Lantra look after the skills needs of land based and environmental industries and professions.

Lantra have a selection of career factsheets that can be downloaded from http://

www.lantra.co.uk/Downloads/Careers.aspx. There are 16 industries which are grouped

around: Land management and production, Animal health and welfare , Environmental

industries

http://proskills.co.uk/ Proskills UK is an employer‐led organisation that represents the interests of the industries

that make up the process and manufacturing sector to government

http://www.citbni.org.uk/Home.aspx

CITB‐ConstructionSkills Northern Ireland as an Industry Training Board and Sector Skills

Council their role is to encourage the adequate training of those employed or intending to be

employed in the construction industry. They also work to improve the skills and productivity

of the industry in Northern Ireland. They provide advice, courses and grants for training to

help construction companies improve their skills to increase their competitive edge.

Sector Skills Councils

Sector Skills Councils (SSCs) are independent, employer‐led, UK–wide organisations designed to build a skills system that is

driven by employer demand.

http://www.cic.org.uk/









http://www.cskills.org/

http://www.bconstructive.co.uk/




http://www.assetskills.org/

http://www.euskills.co.uk/

http://www.euskills.co.uk/careers/teachers/




http://www.summitskills.org.uk

http://www.goodday.org.uk/Careers/Careers-Online-Map/10




http://www.lantra.co.uk/

http://www.lantra.co.uk/Downloads/Careers.aspx




http://proskills.co.uk/

22



constructionyouth.org.uk/ The Construction Youth Trust ‐ a charity dedicated to supporting young people’s

journey to work

wisecampaign.org.uk/ The WISE Campaign (Women into Science, Engineering and Construction)

collaborates with industry and education to encourage women and girls into

STEM subjects.

askwhatif.co.uk Ask: what if? Is a community for people interested in careers that have a positive

impact on

http://www.careers‐scotland.org.uk/home/home.asp

Careers Scotland is part of Skills Development Scotland, Scotland’s new skills

body. Careers Scotland has a clear and simple purpose ‐ to help the people of

Scotland secure the jobs of tomorrow.

http://www.careerswales.com/ Careers Wales provides free, bilingual, impartial careers information, advice and

guidance for all ages – bringing education and business together.

https://www.careersserviceni.com/Cultures/en‐GB/Homepage.htm

Careers Northern Ireland ‐ careers advice from the Northern Irish Government’s

Department of Employment and Learning.

http://construction.nsacademy.co.uk/ National Skills Academy for Construction is a project‐based training concept that is tailored to helping clients and contractors to get the right skills where they need them.

Schools and colleges can get involved in a National Skills Academy for

Construction project by sending students on site visits, or through

apprenticeships and on‐site training.

http://www.ecitb.org.uk/Home/ The Engineering Construction Industry Training Board (ECITB) is the statutory

organisation, national training provider and awarding body with responsibility

for the training and development of the UK’s engineering construction

workforce.

http://www.stemnet.org.uk/ STEMNET creates opportunities to inspire young people in Science, Technology,

Engineering and Mathematics (STEM). This enables young people to develop

their creativity, problem‐solving and employability skills, widens their choices

and supports the UK's future competitiveness.

STEMNET helps encourage young people to be well informed about STEM, able

to engage fully in debate, and make decisions about STEM related issues.

Useful links, further information and support

http://www.constructionyouth.org.uk/

http://www.wisecampaign.org.uk/

http://www.askwhatif.co.uk

http://www.careers-scotland.org.uk/home/home.asp




http://www.careerswales.com/

https://www.careersserviceni.com/Cultures/en-GB/Homepage.htm




http://construction.nsacademy.co.uk/

http://www.ecitb.org.uk/Home/

http://www.stemnet.org.uk/

23



Appendix B Engaging Activity

Below are instructions for an engaging design and construction based activity which works well for small teams (ideally no more

than five) of all ages. A bag of marshmallows and a half a pack of spaghetti will be needed for building along with a stopwatch

or clock. The tallest tower wins (if you have towers of equal height then the best team name can be the deciding factor).

24



Construction Industry Council

26 Store Street

London

WC1E 7BT

www.cic.org.uk

www.cicskills.org.uk

t. +44 (0)207 399 7400

f. +44 (0)207 399 7425

For more information contact

Danna Walker, Project Coordinator Skills and

Lifelong Learning

construction industry council career advisor’s toolkit · 2015-01-03 · cic ‐ career...

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