Contractual Agreement for an Architect in Canada Research Paper

Contractual Agreement for an Architect in Canada - Research Paper Example The general architect is entirely responsible for the construction in accordance with this kind of agreement and for every compensation made for the expenses and performance connected to the subcontractors. The advantages associated with kind of contractual arrangement include: A single prime deal is regularly simpler to manage since it has a centralized task for the architect and client. The transactions made by the client are transferred to one architect, reducing the possibility of confusion, unlike multiple prime contractors. Design plans for the construction are originally arranged by a planning expert. The client then selects one architect to perform the work, following a bidding procedure grounded on the design plans. This is the most widespread of architectural deal used in Canada. This is because another major advantage lays in the plans and requirements being prepared by design experts turning out to be part of the bidding credentials. This way, the client is bound to recei ve high quality outcomes of the construction from the contractors (Quatman and Dhar 342). ... 2. Design-build contractual agreement The Design-build agreement is an accord between a client and an architectural firm that offers design and building services (Hopper 134). An expansion of this kind of contract is a â€Å"turnkey† project where the contractor gets project funding, acquires land, offers blueprint and construction services, and delivers the final product to the client, available for occupancy. The advantages of using this kind of contractual agreement include: Saving time, an aspect of the sort of  contract an architect might go into when offering archetypal Design-Bid-Build services. Nevertheless, time is not considered a major factor in architecture in comparison with the expenses, construction and quality of the project. The association with a quick track program, able to eliminate the possibility of incorporated designs. The programs frequently imply that each period of the building phase is spent with the occupants to determine their requirements in th e new building (OAA 2011). When the designer operates for the builder, instead of working directly for the client, checks and balances existing in other techniques’ are mislaid. The architect and contractor’s engineer, otherwise known as the ‘clerk of the works’ in Canada, are normally depended upon to maintain the trend made by the construction. This approach of the contract assures that the builder sticks to the plans and regulations of the contract. Under such an observation, the client is guaranteed adherence and honor to the contract made with the construction organization (Quatman and Dhar 342). Certain disadvantages may arise from this kind of contractual agreement depending on the organization and builders the client has awarded. The demerits

Coach or Mentoring Reflection Essay Example | Topics and Well Written Essays - 750 words

Coach or Mentoring Reflection - Essay Example This research begins with the statement that mentoring, or coaching, refers to the training of an individual or a group of people. A single or a corporate entity, with the aim of developing positive outcomes in a mentee, may undertake it. The teachers’ responses to the pre-established questions on the characteristics and types of support offered by a mentor or a coach corresponded with slight differences in the mentor’s approach to the mentoring process. The teachers, for example, agreed that a mentor must be a person of integrity who is honest and ethical in the mentoring process. They both cited advantages of honesty and morality in the process towards effectiveness. While honesty develops the mentee’s trust and facilitates freedom between the two parties, the mentor’s morality induces the mentee’s confidence. These allow the mentee to express strengths and weaknesses, comfortably, for an effective mentoring process. The teachers also stressed tha t integrity is core to every mentorship relationship. They also shared a common opinion on the mentor’s passion in the process and they argued that the passion is likely to motivate the mentored party who may associate it with his or her already developed qualities. One teacher, however, suggested that such passion should be moderately expressed while the other argued for total expression of the mentor’s passion. There was however, a conflicting opinion on whether the mentor should be willing to learn more from the process.   One teacher expressed the opinion that the mentor is a trainer and should learn outside, and before mentoring process. He identified research on effective mentoring skills as an approach towards learning about the mentoring process and pointed out that learning from the process my adversely affect the mentee’s confidence, and the overall effectiveness of the learning process. The other teacher however supported an open approach that allow s a mentor to learn from each process. She identified differences among mentored subjects as an avenue towards learning and argued that published mentoring skills are mere guidelines. Awareness of each mentee and the mentoring environment should therefore be allowed for development of appropriate mentoring techniques. There was however an agreement between the respondents that a mentor be enthusiastic and committed to any assignment that may arise from the process. This, they argued, facilitates the same characteristics in the mentored parties and promotes effectiveness of mentoring processes (Zachary, 2000). A mentor should further be focused on solving problems and empowering others to capacity by delegating work. A transformational form of influence should however follow this to ensure effective transfer of skills and potentials to the mentee. There were however, conflicting opinion on a mentor’s need to understand reformation and transformational processes. While one teacher argued that effective mentorship is about influence and empowerment that is attainable through demonstrations, the other teacher insisted on the significance of transformation and reformation processes in molding a mentee to a desired level of potential. They however agreed that a mentor should be a catalyst to motivate development of the mentee’s potentials. They also agreed that a mentor should desire to grow and should be able to identify other people’s interest and to facilitate development of such interests. He or she should therefore strife for personal excellence while interacting with other people to understand their abilities. A good mentor should also have good communication skills to facilitate understanding in the mentoring process. This is because the skills enable the mentor to communicate objectives to a mentee