Download Guidance notes for DQI leaders

Guidance notes for DQI leaders
If you have any
questions for CIC
contact details can be
found on page 9
These notes are instructions for how to use and apply the DQI and DQI for
Schools to building projects. Online guidance will appear as you use the
toolkit, but these notes provide a reference for the whole process.
The DQI tool has been designed to be used by everyone involved in the
construction process from project managers to end users. This document
contains the following information
Who is the DQI leader?
What is the DQI?
When should the DQI be used?
How does the DQI work?
Facilitation
Using the DQI and DQI for Schools
Using the DQI during briefing to define the project value (FAVE) weightings
Using the DQI to assess a design or a completed building
Resources
DQI leader area site map
Notes on changes to the DQI and compatibility
Contact details
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Who is the DQI leader?
Each project will require a DQI leader to champion the process and to work with a
facilitator to achieve the best results. Ideally, as the DQI leader, you should be a
member of the project team, and it is important that you are in a position to rally
all the key stakeholders, and are knowledgeable about the broader agenda for
the project.
CIC also advise that an independent facilitator is used to help with applying the
DQI, most crucially at the Briefing stage when project values and weightings are
set. Further details can be found in the facilitation section on page 4
What is the DQI?
The DQI is a tool which assists a building’s procurement team to define and
check the evolution of design quality at key stages in the development process.
There are two versions of the DQI:
•
•
The DQI is a generic tool and can be applied to any building project; it
was developed by CIC with support from the DTI, CABE, Constructing
Excellence and the OGC
The DQI for Schools is a version of the tool which is more applicable to
the needs of schools. DQI for Schools was adapted from the DQI by the
DfES and can be used on all types of school project including Community,
Foundation, Voluntary Aided, Voluntary Controlled, Academy, City
Technology College, Special School and Independent Schools
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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When should the DQI be used?
Procurement
programmes such as
Building Schools for the
Future have schedules
which show when the
DQI for Schools should
be applied.
The DQI encompasses issues which are relevant at all stages in the development
of a building and the tool should be revisited throughout a project’s life.
The DQI is applied in two ways. Firstly using a process called FAVE it can be
used to set aspirations for the project. Secondly it can be used to assess designs
and completed buildings. There are four versions of the tool relevant to different
phases of the project that is being assessed and throughout the life of the project
CABE Client Guides
the DQI is used in these two ways and a suggested model for a general project
contain more detail on
when to apply the DQI in is:
the project cycle. These
can be downloaded from
www.cabe.org.uk.
Briefing
Design
Commit to invest
Commit to construct
Strategic
Assess designs or Set aspirations
buildings using FAVE
We recommend you
start using the DQI on a
project as early as
possible, but you can
start during design or
even in-use. The “Using
the DQI to assess a
design or a completed
building” section on
page 6 contains more
details on what to do.
PROJECT STAGE
Detail
Outline
Construction
In Use
Detail
1 Brief
Aspirations can be revisited at any change if the scope of the project alters
4 In Use
can be used
to assess
an existing
building to
inform the
brief
1 Brief
2 Mid
Design
2 Mid
Design
The Mid Design
version of the DQI
can be used during
the construction
phase
3 Ready for 4 In Use
Occupation
Increasing detail
Increasing legibility for users
See page 5 for how to
use the DQI to set
project aspirations using
FAVE
See page 6 for how to
use the DQI to assess a
design or completed
building
1. The Brief version allows the project aspirations to be clearly set,
addressing the opinions of all stakeholders and defining what aspects are
fundamental, what would add value and what would achieve excellence
in the completed building (FAVE). See page 3 for an explanation of
FAVE. This helps set priorities and answer questions such as, ‘what do
we want?’, ‘where do we want to spend the money?’ Another version of
the brief allows you to assess any early design solutions. This can be
done immediately after establishing project aspirations.
2. Mid-Design version allows the client and design teams to check whether
early aspirations have been met and make adjustments accordingly in
focus and quality, and can be used throughout the design phase when
things are not too late to change.
3. Ready for Occupation version is used to check whether the brief/original
intent has been achieved immediately at occupation.
4. In-Use version is used in order to receive feedback from the project team
and the building users to help make improvements for this project and the
next.
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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How does the DQI work?
There are three parts to the DQI tool:
Questionnaire
The DQI questionnaire is a short, simple, non-technical set of statements that
collects the views from all stakeholders by looking at the Functionality, Build
Quality and Impact of buildings:
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Functionality is concerned with the way in which a building is designed
to be useful and is split into Access, Uses and Space in both the DQI and
the DQI for Schools
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Build Quality relates to the performance of a building fabric and is split
into Performance, Engineering and Construction in the DQI and
Performance, Engineering Services and Construction in the DQI for
Schools
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Impact refers to a building’s ability to create a sense of place, and to have
a positive effect on the local community and environment. In the DQI it is
split into Character and Innovation, Form and Materials, Internal
Environment and Urban and Social Integration. In the DQI for Schools it
is split into The School in its Community, Within the School, Form and
Materials and Character and Innovation
Weightings
The DQI is weighted in two ways. The first allows results to be visualised
depending how all the respondents judge the success of various aspects of the
building.
The second level of weighting allows you to define a set of values for your project
and by assigning the DQI factors one of 4 FAVE attributes;
•
Fundamental relates to factors which the building must achieve in order
to fulfil its purpose. These factors are basic and are essential to achieve
•
Added value relates to factors that will enhance the building’s usefulness
and pleasure value. These factors are
desirable to achieve and would be
beneficial to the final building
•
Excellence relates to factors that make
the design sparkle as a whole and help
create a building of distinction. These
factors would make the building
exceptional
•
Also, some factors may be
applicable to a particular building
not
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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Visualisations
The DQI is visualised in a number of ways, each of which can help comparisons
between:
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•
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Groups of respondents, comparing the views of the building’s eventual
users with those of the delivery team
Stages of a project, from the opinions established at the brief stages of a
project, and how these are being achieved by the design
Projects from a portfolio of projects
Facilitation
Good facilitation is essential at the early stages of a project to help develop the
ideas of stakeholders into workable briefs. Independent facilitation is strongly
recommended, particularly during briefing and design stages. You should
engage a facilitator as early as possible so they can familiarise themselves with
the aims of the project and why you are using the DQI.
On a ‘typical’ project a
facilitator would need
three days for an
assessment, though this
would vary from project
to project. You should
discuss your needs with
a number of facilitators
to see how they would
approach it.
CIC has a register of trained and accredited facilitators who have achieved a
level of competency with the DQI. If you would like a facilitator to help you on
your project a list is available at www.dqi.org.uk/facilitator/. If you would like to
discuss your needs please contact CIC and we can assist with nomination.
As DQI leader it is usually you who engages and briefs the facilitator about the
level of service you want and how you would like to use the DQI. The facilitator
will be able to help you with all aspects of the DQI but will not usually organise
DQI workshops. The facilitator will need to be clear of your objectives for using
the DQI and you will need to brief the facilitator on all aspects of the project and
the personalities involved.
How to become a facilitator
All facilitators currently on the CIC register have undertaken training and their
ability has been assessed against a set of skills and competencies. If you would
like to become a facilitator further details are available from
www.dqi.org.uk/facilitator/.
Using the DQI and DQI for Schools
The DQI and the DQI for Schools are both delivered as web based toolkits, and
the following steps are applicable to both processes. The DQI can be found at
www.dqi.org.uk and the DQI for Schools at www.dqi.org.uk/schools.
You can navigate the various parts of the DQI from the DQI leader project
management page, which is accessed whenever you enter the tool. A site map
of the DQI leader area can be found on page 9.
Creating a new project
Initiating the DQI for the project is one of the key responsibilities of the DQI
leader, to do this you will need to:
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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DQI leader keys are 8
digit pieces of code with
letter and numbers that
once used will identify
your project. DQI and
DQI for Schools use the
same leader keys. Keys
are not case sensitive.
The discussion is as
important a part of the
DQI process as
assigning values or
scoring solutions. You
should ensure that
discussions are
captured, notes taken
and any actions are
appropriately recorded.
Your facilitator will help
with this, but they will
require your support.
The ‘Guide to creating
project value weightings
(FAVE weightings)’
contains more
information and can be
downloaded from the
project management
area. You may want to
send this the
respondents before the
workshop.
Generally expect no
more than 10% of
factors would be
excellent and no more
than 2 not applicable
factors.
For more information on
applying project value
weightings to your
assessment data see
‘Analysing your DQI
results’.
Project values sets can
be retrospectively
created for older
projects which have
used the DQI already
and applied to existing
data.
1. Purchase a DQI leader key from CIC; you can purchase a key or a
carnet of keys from the website by credit card, alternatively you can
contact CIC. You will need one DQI leader key to initiate a project, and
further keys for each additional assessment you undertake. Expect to use
5 DQI leader keys throughout a typical building project. You do not need
keys to create additional sets of project value (FAVE) weightings.
2. Register the project with either the DQI or DQI for Schools. On the
homepage you should click on the DQI Tool link and enter the tool as a
DQI leader. Following the onscreen instructions you will be asked to
name the project and provide a few background details about the project.
3. Arrange a workshop to use the DQI, whist this is the responsibility of
the DQI leader your facilitator should advise you on approaches which
achieve the best results. You will need to arrange a venue and rally
together all the key stakeholders you wish to have involved in the
assessment. Typical respondents include; Users, Clients, Visitors,
Facilities Managers, Surveyor/Agents, Engineers, Architects,
Contractors, Suppliers and Project Managers. When using DQI for
Schools you should ensure your users are both teaching and nonteaching staff, pupils and prospective pupils, parents, governors, others
who may use the school at all times of the day, and community
representatives, if appropriate.
Using the DQI during briefing to define the project
value (FAVE) weightings
After registering your project one of the first tasks you will be asked to do is
define which aspects are fundamental, which would add value, and which would
be excellent for the end building, or if a value is not applicable. There are
default values for the factors which have been assigned by a group of experts
from which you can work.
Defining these values at briefing stage will inform the brief and provide a resource
that indicates what the project should achieve against which you can assess
design proposals using the assessment DQI.
The objective of defining a set of project value weighting is to reach a consensus
with stakeholders as to what the project should achieve. As DQI leader you will
input the final values but a facilitator will help you set up a workshop with
stakeholders to define these. Resources, including paper based versions of the
questionnaire and PowerPoint presentations, are available to download from the
project management area.
If you are using the DQI for the first time at a later stage than briefing you will be
asked to review the FAVE weightings considering where the project currently is.
By clicking on the FAVE Briefing Tool link on the project management page you
can amend value weightings for your project at any stage. The DQI lets you
store any number of value weightings so you can track how the project has
changed, and you can re-apply older sets to new data. You should review these
at key points in the project, especially if the scope of the project changes.
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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Using the DQI to assess a design or a completed
building
When you register a project you will have a DQI assessment already included.
Further assessments can be added at anytime and you will need a DQI leader
key for each assessment undertaken.
When assessing a design or completed building the DQI works by comparing
differences in opinion between stakeholders to help inform the process of
creating a building. To do this each stakeholder involved in the assessment will
complete their own set of statements, and you can view the information either
individually or in groups to compare different opinions.
To undertake an assessment from the project management section click the
create a new assessment button and follow the onscreen instructions to set up
the assessment.
FAVE weightings
If you have started using the DQI during the design or in-use stage you will be
asked to review the project value (FAVE) weightings before you undertake the
assessment. You will be given a set of default values, which you can accept or
alter. You can revisit these and add new sets of weightings at any stage.
About this project
You will be asked to complete information relating to the financial, time,
environmental and resource contexts of your project. Certain questions will be
mandatory depending on the stage of your project and these will be marked with
an asterisk. Please answer these questions as they are at the point you are
completing the DQI. If you are not sure of an answer please enter your best
guess.
Undertaking the assessment
DQI respondent keys
are 8 digit pieces of
code like DQI leader
keys. Every
assessment will have a
leader key and a
respondent key. If you
ever lose a key please
contact CIC.
Once you have completed the context questions a DQI respondent key will be
generated on screen and also emailed to you.
The DQI can be completed either online, where data is inputted straight into the
computer, or offline on paper and uploaded later. The DQI can be used in a
workshop, with everyone sat round a table or remotely with respondents meeting
up later to discuss the results.
There are advantages and disadvantages to different approaches and some
approaches are more suitable to different stages of the project. You should
discuss the various options with your facilitator; however it is strongly
recommended that all brief stage assessments are undertaken in face to
face workshops.
The ‘Respondent guide
to assessing a design or
building’ contains more
information and can be
downloaded from the
assessment
management area
The main advantage of completing the DQI online is that the results are
instantaneously available and can be reviewed as part of a discussion session;
however there might be technical constraints to setting up such an event and
computers can form a physical barrier between people, which might effect how
well the group works together.
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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Completing the DQI offline on paper means that there are no results available to
stimulate discussion, and the answers have to be uploaded later to obtain the
results. It also means that you will have to select the appropriate paper version
of the questionnaire for the stage and respondent.
Completing the DQI online
If you are completing the DQI or DQI for Schools online, respondents will need to
enter the tool from the homepage using the DQI Tool link; they should click on
the DQI respondent link and follow the onscreen instructions to enter the tool.
Once a respondent has started an online assessment they can leave at any time,
but they must complete their assessment within 3 days. If they do leave the tool,
in order to re-enter they will need the DQI respondent key and their password.
Completing the DQI offline
If you are completing the DQI or DQI for Schools on paper you will need to
download and print the appropriate paper based forms from the DQI leader’s
assessment management area.
The completed paper forms will need to be entered into the DQI to create an
output. The person entering the data will need to sign on as each respondent
and upload the data, following the instructions above.
Choices of response
If unsure about a
particular question click
on the information
button for further
guidance, or see the
note on the paper form.
Answering ‘Not
Applicable’ or ‘Don’t
Know’ will not effect the
overall calculation of the
results.
There are eight possible choices of answer to each question ranging from
‘Strongly Disagree’ to ‘Strongly Agree’ plus ‘Not Applicable’ and ‘Don’t Know’
options. The statements posed are general, and should be answered according
to the respondent’s perceptions of the design or the building. It is the personal
opinion that is important rather than the organisation’s viewpoint.
Depending on the type of building project some questions may not be applicable
and respondents should answer ‘Not Applicable’. If a statement has been set as
‘Not Applicable’ during the briefing stage then it will appear greyed out, though a
respondent can still score it.
Depending on the role of the respondent it may be that they are unable to provide
a view to some statements, in this situation they should answer ‘Don’t Know’.
Sub-section and Overall weightings sections
An analogy for how the
weightings work is £1
coins, if a respondent
thinks a section is more
important they can
allocate it more £1
coins, and if it is less
important allocate it
less, or even none.
At the end of each section (functionality, build quality and impact) and at the end
of the questionnaire there are summary sections. In these sections respondents
are asked to weight the relative importance they would give to each sub-section
when set against the other by allocating points. A maximum of 15 (or 20 in
impact) points can be allocated and respondents can allocate between 0 and 15
(or 20) to each section. If they have no weighting they should allocate each
section 5 points.
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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Likes and Dislikes
Once respondents have completed the questionnaire they are invited to list three
things they liked and disliked about the design or the building. This information is
useful for you to help quantify the answers.
Once the respondent has completed the DQI they should submit the
questionnaire. If they are completing it offline this would mean handing the
questionnaire into you or the facilitator for processing. For their response to be
valid they should have completed at least 90% of the questions (Don’t Know and
Not Applicable are also valid answers) and all the weighting sections.
If they are completing the DQI online they will need to click the submit button on
the questionnaire, the tool will then check whether the questionnaire is a valid
response and advise if more details are needed.
Results
Once valid questionnaires have been uploaded you can view the results for the
assessment, the results are visualised in a number of ways, and the data can be
downloaded as an Excel spread sheet. Respondents can view their own result
graphs after they have submitted their questionnaire. As DQI leader you can
view the results for the whole assessment from the results link on the
assessment management page, this includes the FAVE graph which applies the
FAVE weightings to the current data. You can also compare groups of
respondents using the respondent management link.
For more information on interpreting your results, selecting different sets of FAVE
weightings and comparing different sets of respondents and different stages of
the project see the ‘Analysing your DQI results’ guidance.
Resources
The following resources are available to help with your assessment:
Questionnaires
The relevant versions of the DQI and DQI for Schools questionnaire will be made
available when you enter the ‘assessment management’ area. You can also
download the context questions when undertaking an assessment.
Guidance notes
As well as this DQI leader guidance pack the following guidance notes are
available to download from the resources section of the websites,
www.dqi.org.uk/resources.
•
•
•
•
Guide to creating project value weightings (FAVE weightings) (PDF)*
Respondents guide to assessing a design or building with the DQI (PDF)
Respondents guide to assessing a design or building with the DQI for
Schools (PDF)
Analysing your DQI results (PDF)
*A version of this guide can also be downloaded from the project management
area which also contains the default FAVE values.
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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Other material
Other materials available to download from the websites include case studies
(www.dqi.org.uk/casestudies) and an annotated PowerPoint presentation.
DQI leader area site map
DQI/DQI for Schools website
DQI Tool
DQI leader home
DQI leader key
FAVE briefing tool
Project management
About this project
Assessment
management
Respondent
management
Results
Notes on changes to the DQI and compatibility
All the described
developments to the
DQI can be applied
retrospectively and
existing data in the tool
can be accessed using
existing DQI leader
keys. The leader keys
will bring you to the
project management
area where previous
assessments can be
viewed and edited and
new assessments
added. You can apply
FAVE weightings to
existing and new data.
The last draft of these guidance notes was version 1.1.
This version
encapsulates updates to the DQI tool made since those notes were written.
These updates are:
1. the new briefing module described in the ‘Using the DQI during briefing to
define the project value (FAVE) weightings’ section, and
2. DQI for Schools which is mentioned throughout.
For existing uses of the DQI the ‘Using the DQI to assess a design or a
completed building’ section on page 6 is based wholly on the original operation of
the tool before the developments above were incorporated.
Existing data about schools projects entered with the generic DQI cannot be
simply viewed in DQI for Schools, please contact CIC to discuss the options.
Contact details
DQI
CIC, 26 Store Street, London, WC1E 7BT
T: 020 7399 7424
F: 020 7399 7425
E: [email protected]
www.dqi.org.uk
www.dqi.org.uk/schools
DQI and DQI for Schools leader guidance notes, created 30/10/2006
(c) 2003 – 2006 Construction Industry Council
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