In the context of Project X shown below, describe four risk issues using PPP, from both public and private perspectives (including risk identification, risk analysis and risk treatment).

Include any sources used in your answer.

PP20 Albany Senior High School Project: Albany Senior High School Publication date: 2010 Client: Ministry of Education Architect: Jasmax Architects Client Representative: White Associates Contractor: Arrow International Region: Auckland Sector: Education/Public Building Final Contract Value: $60m Tender: Design & Build Construction timescale: January 2009 to April 2010 A view of the new Albany Senior High School Form of Contract: NZ$ 3915 In the latest addition to the Pathfinder Programme, we return to school to examine how key stakeholder management and a team commitment to collaborative working delivered the next generation of school in Albany. Background through the site, the design constraints were even more onerous. The $60m five-storey facility is New Zealand's first senior It also created significant logistical issues and site constraints secondary school. It is a state-of-the-art secondary school during the delivery of the project. comprising of two levels of car parking and three levels of learning Dealing with an environmental setback communities that can cater for up to 1,300 students (Years 11- Due to the environmentally-sensitive nature of the site and local 13). The building is 20,000m" and has specialist areas for faculties wildlife the project team faced delays in getting the site including art, science, hard tech, media, dance & music, a separate designation and had to develop temporary accommodation that gymnasium complex with a sports field and hard courts. enabled the team to test some of the design concepts that the team had been considering. The designation conditions Over the course of the 13 months build the project team managed compromised the original design and the team had to innovate this complex project and ambitious project, producing a school orientating and migrating the structure closer to the road and built for the next generation where students and staff are fully utilising the space over the bus bays integrated with flexible and open learning spaces that enable an innovative learning environment. The project team transformed a The new design was more complex and varied in height. It did, bush-clad four-hectare site on Albany Highway with an however, maintained the commitment to deliver the same ecologically important stream running through it and also included teaching and learning space as in the original design and, as a the restoration of a heritage school building that has been located result, created a richer building and site for the school. on site since 1897. Challenges Faced Handling shorter timescales As a result of the delay in obtaining consents, the building period Managing a space constrained site was reduced to 13 months. Prior to starting on site the project The Ministry of Education had previously undertaken a feasibility team met in a series of pre-planning workshops to micro manage study for the planned four hectare site for the school. However, the construction programme and to phase the relevant consents for a school of this scale that includes 1300 students, a 20,000m and packages accordingly to accelerate the programme. building with 300 car parking spaces as well as capacity for 12 As a result, the team worked together to develop a solution that buses, the site was extremely limited. would meet the revised build timetable. This included changing When this space was further reduced to three hectares due to the the originally planned concrete frame to a steel frame. A pre- need to protect an area of natural bush and a stream running fabricated glazed and solid cladding system was introducedTrustees and the project team to visit a range of schools in Australia that had similar learning aspirations. The visits encouraged the Trustees to think and decide about the expected learning outcomes and innovative teaching methodologies before considering the design or format of the building that would then reflect on these learning aspirations Once the teaching and learning strategy had been agreed, the project team ran a series of workshops with the Board of Trustees and the Ministry of Education to discuss the design concepts for the learning spaces. Delivering a proactive learning environment The preferred concept was to use an open-plan learning space to encourage enhanced interaction and improved teaching and learning environments. This was accompanied by laboratory This was widely recognised by the project team as a critical spaces where students can undertake practical work related to success factor in delivering the project to programme and on what they are studying in the open-plan teaching environment. budget. These laboratory spaces were distributed throughout the schools The system was manufactured off-site and, whilst it was the to encourage interaction between students as they moved around higher capital cost solution, it delivered the value the school was the school between learning sessions. Also built into the design of seeking in delivering the completed building ready for the new the school are a number of private spaces for special-needs school year. By having the panels manufactured off-site also students and for one-on-one and small-group teaching reduced logistical issues and associated movement around site as One of the key successes of the school has been the holistic well as reducing health and safety risks. approach and shared vision for the entire school that was taken. Successful Outcomes This included encouraging inter-departmental discussion and interaction for the benefit of the teaching outcome. Experience from previous school projects Arrow International was selected for the project on their previous Commitment to the team ethic experience and expertise on education projects and for their Critical to the success of the project was the team's commitment strong working relationship with architects, Jasmax. Having to the team ethic and building trust through collaborative working worked on previous school projects meant that the project team principles throughout the project. This enabled the team to understood the Ministry of Education requirements and develop excellent working relationships within the team and to procedures in tendering for the contract as well as the facilitation focus on solutions rather than more adversarial ways of working, role the Ministry of Education plays. and to innovate and share risk. The Ministry of Education's approach to stakeholder engagement and management and in attending meetings with the project team Key principles for repetition and the Board of Trustees in a facilitation role enables the team to Use of pre-planning workshop to inform more effective focus on the learning outcomes for the schools and its students project decision making rather than focusing on the construction of a new school. The Considering delivery innovative solutions to maintain Ministry played a key role in managing expectations and in programme and manage site risks enabling the Board of Trustees to get the teaching methodology The Ministry of Education facilitation role works in managing that they wanted for the school and then briefing Jasmax key stakeholder relationships accordingly to create the right design and environment to enable How continuity within the team is critical to success the design to meet the Board's brief. Work with stakeholders to deliver desired outcomes Working with the Board of Trustees A critical factor to enabling success on this project was how the Key Lessons & Possible Improvements construction team used their experience of working on previous Key lessons to take forward from this project have been identified education projects to managing the client and community as: engagement. Regular meetings created an open and honest Stakeholder engagement and management: Getting the environment that enabled the project team to learn what was engagement with the Board of Trustees was arguably the important to the community and the Board of Trustees. A further most critical issue to the success of this project. Without their critical aspect was to develop the senior high school concept for commitment to the vision developed for teaching and learning school years 11, 12 and 13. Different concepts were considered to the design concepts would have been very different. influence teaching and learning outcomes.Team ethic delivers results: A commitment by the project This approach plus the team's commitment to collaborative participants to work collaboratively, build trust and share risk working has enabled the team to deliver a class-leading school enabled the team to deliver an outstanding outcome and that will provide a quality learning environment for future encouraged them to innovate when faced with space and time generations of students. constraints that would typically result in adversarial behaviour. Summary of Benefits Innovation and pre-planning enables delivery with shorter Stakeholder engagement and management timescales: The shorter timescales forced onto the project Getting the engagement with the Board of Trustees was arguably team as a result of delays in obtaining consents enabled the the most critical issue to the success of this project. project team to innovate and explore alternative building solutions to complete the building on an accelerated Team ethic delivers results programme. A commitment by the project participants to work collaboratively, Use of off-site construction to minimise site risk: The build trust and share risk enabled the team to deliver an redesign of the site over = 3 hectare site presented a range of outstanding outcome. issues around site accessibility and storage/movement materials around the site. The decision to use an off-site Innovation and pre-planning enables faster delivery manufactured construction solution reduced these risks as Construction challenges usually lead to innovation as was the case well as assisting with the accelerated programme. with site and programme issues with this project - planning is the Utilising exp ects: Critical to the key to meeting these challenges. success of this project was Arrow International's previous experience of working with the Ministry of Education, in their Use of off-site construction to minimise site risk facilitation role, and on previous schools. Previous experience The decision to use an off-site manufactured construction solution brings expertise that can be applied to future projects. reduced these risks as well as assisting with the accelerated programme. Conclusion The approach adopted on this project to understand the learning Utilising experience from previous projects outcomes prior to design has truly created a school that is fit for Where possible use experience and working relationships from purpose and for teaching the next generations of students. This other projects - one person's best practice can be another has been confirmed through the wide interest in the school since person's innovation. Never underestimate the experience of to completion. Barbara Cavanagh, Foundation Principal of Albany previous projects. Senior High, says that working with the Arrow team has been = huge success. "The collaborative approach of partnership and consultation implemented by Arrow enabled all the stakeholders to be involved and was extremely effective. Adding to this, the sheer speed at which the project has been completed has left : lasting impression on me and my staff." This project faced a number of challenges that have been overcome through commitment to the team that has challenged buildability in reduced timescales and has enabled real innovation through collaborative working principles. The project team has engaged the client and board of trustees in developing an Innovative model for teaching and learning and has used their skills and expertise to deliver the facility in a condensed building programme. Craig Brosnan, the Albany High School Project Director for Arrow International has the final word: "In this fast moving environment. it is often difficult to keep your perspective on what is being achieved on a daily basis. It's not until the end of the project, when there is time to step back and reflect that you fully understand the enormity of your teams' efforts. The Albany Senior MINISTRY OF EDUCATION High School project has been challenging and, ultimately. Fe Tahuhu o te Mirawrings extremely rewarding." Jasmax ARROW The commitment shown and the time spent by the project team INTERNATIONAL prior to the construction phase of this project has enabled the team to fully understand the requirements of the Ministry of Funded by BRANZ For further information on Education and of the board of trustees. Pathfinder Projects visit BRANZ from the Building Research Levy www.constructing.counz