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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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
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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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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/
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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.
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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.
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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/
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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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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.
What made you choose a career in the construction industry?
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.
Name the top five attributes you think you need to do your
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.
If you could pass on any advice to a young person today, what
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.
What made you choose a career in the construction industry?
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!
What route did you take to get where you are today?
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.
If you could pass on any advice to a young person today, what
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.
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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.
What made you choose a career in the construction industry?
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.
What route did you take to get where you are today?
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.
Name the top five attributes you think you need to do your
job? Team Player / Organised / Logical thinker / Good
communicator / Patient.
If you could pass on any advice to a young person today, what
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.
What made you choose a career in the construction industry?
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.
If you could pass on any advice to a young person today, what
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
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©Construction Industry Council. First published 2011
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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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.
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©Construction Industry Council. First published 2011
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
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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).
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CIC ‐ Career Advisor’s Toolkit, January 2011
©Construction Industry Council. First published 2011
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