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BSBPMG430 Albright STUDENT ASSESSMENT

The document outlines the assessment process for the unit BSBPMG430 - Undertake Project Work, detailing submission guidelines, determining competence, reasonable adjustments, recognition of prior learning, and appeals. It emphasizes the importance of comprehensive feedback from assessors, adherence to policies, and the necessity for students to demonstrate competency in all required elements. Additionally, it defines assessment principles and rules of evidence to ensure valid, reliable, flexible, and fair evaluations of student performance.

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BSBPMG430 Albright STUDENT ASSESSMENT

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STUDENT

ASSESSMENT
Undertake Project Work
BSBPMG430
Assessor Information
General Guidelines
• The assessment tasks are designed in such a way that they can be issued to
students separately. Each task has a submission page in Moodle, and a
coversheet for when submission is by email or on paper. Please note:
• All the blank spots must be filled at the time of submission.
• Assessors are required to write comprehensive feedback for each aspect of
the task, outlining which parts require more attention and improvement and
also which parts are completed to the required standard.
• Students must submit the tasks at the time and in the order that this document
describes.
• Please ensure all dates and signatures are accurate and students are
submitting the assessments on time unless they have been granted an
extension.
• Make sure to remind students to keep a copy of their work, and to back it up.
If a student is requested to produce their work a second time, for example if a
file they submit is corrupt, they must be able to produce it. Back-ups are
necessary because computer failure will not be accepted as a reason for not
producing the work a second time.
• Ensure students are aware of Albright’s Course Progress Policy and Albright’s
Attendance Policy. These policies are available on our website.
• You must deliver all assessment tasks as they are detailed in this document. If
there is a need for reasonable adjustment, you must follow the Albright
reasonable adjustment policy and procedure. You are not to deviate from the
instructions provided.

Submission
• All written assessments are required to be submitted to the assessor via Moodle.
Albright Institute is happy to provide the student with short term loans of appropriate
devices if they are temporarily without their own.
• In cases of technical problems, for example not being able to log in to Moodle, it may
be acceptable to submit via email directly to the assessor.
• In severe cases, the written assessment may be conducted on paper. This must be
approved by the assessor prior to implementation.
• Assessment submission process:
1. All assessments are submitted to the assessor by the due date, which is usually
the end date of the unit, mentioned in the VET Study Plan.
2. The assessor will mark the assessments using the marking guide, will provide
sufficient feedback, and will enter the result in RTO Manager within the
timeframe detailed in the Albright Assessment Policy.
3. Where applicable, all the hard copies will be handed to administration staff to
be archived in the student file. Because submission usually occurs through
Moodle or email, this will normally not be necessary.
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4. If a re-submission is required, the trainer will provide the student with a copy of
the feedback and will issue or conduct the assessment again. If required, a
oneon-one feedback and support session may take place between the student
and trainer.
5. Students will have the period of time detailed in the Albright Assessment Policy
to re-submit.

Determining Competence
• For an overall unit assessment result to be competent, a student must be able to
demonstrate competency in ALL the elements and performance criteria, performance
and knowledge evidence, and foundation skills requirements as many times as the
training package requires.
• In Albright, attendance and course progress go hand in hand. Only if the students
comply with Albright’s Course Progress Policy and Albright’s Attendance Policy will they
be eligible to receive the final assessment result for the unit.
• To be deemed competent in this unit (or these units) of competency the student must
have satisfactorily completed all assessment tasks. To be recognised as having
completed an assessment task satisfactorily, the student must meet every marking
criterion for that task.

Reasonable Adjustment
• Reasonable adjustment refers to measures or actions taken to provide a student with
a disability [or a language or literacy disadvantage] the same educational
opportunities as everyone else. To be reasonable, adjustments must be appropriate
for that person, must not create undue hardship for a registered training organisation
and must be allowable within rules defined by the Training Package or Course
Curriculum.1
• All reasonable adjustment must be conducted according to Albright policy and
procedure.
• Should the student have individual needs which require the assessment to be
adjusted, it is important you discuss and agree on the adjustments to be made with
the student ahead of time. Remember, you are not permitted to make an adjustment
which would affect the level of performance required, or which would result in the
student not demonstrating their abilities against all criteria of the unit.
• If you have made a reasonable adjustment, you must document that adjustment
along with the final assessment decision.

Recognition of Prior Learning (RPL)

• The assessment tasks for this unit have been designed to provide students with a
certain amount of flexibility in how they go about their assessment. However, there are
defined boundaries to the tasks. The tasks described herein are not the only way to
demonstrate competence for this unit. Should the student wish to provide alternative
evidence, you must offer them this opportunity.

1 Taken from Training Packages@Work

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• In such a case, you should discuss the process with the Academic Manager, VET. It
may be possible to accept the alternative evidence for a component, or all, of the
unit requirements, and it may be possible to undertake RPL assessment.

Appeals
Students have the right to appeal their results. If a student needs to appeal the decision
on a unit assessment, including after all chances of re-submission are exhausted, they
must use the Complaints and Appeals form. This form is accessible via Albright’s website.

Administration
• Please remind the students that as a condition of their student visa, they may be
required to attend a minimum of 80% of their classes.
• Ensure that, for each task completed, the listed material is archived into the student
file. This is an audit requirement, and it is necessary for Albright to conduct post-
delivery validation.

Assessment Materials
Training & Assessment Strategies
Each course has a training and assessment strategy which outlines the assessment tools that
are to be used in the assessment of each course. All assessors are given a copy of the Training
& Assessment Strategies related to the courses which they assess. Assessors must ensure they
work within the parameters and guidelines of the Training & Assessment Strategy and identify
any areas that may need improvement or updating as they become aware of them.

Assessment Tools
Albright Institute has developed a range of comprehensive assessment tools which assessors
are required to use to guide their assessment decisions as well as document the decision
process and outcomes.
Ordinarily, each course or unit of competency being delivered will be assessed using the
following instruments:
• Learner’s Workbook – outlining the tasks for the student to complete for unit or group
of units.
• Assessment tool – to be completed by the assessor when going through the process of
assessment. The front includes an assessment plan, then the checklists to record the
assessment decision and the final page is a record of the overall outcomes for each
task and the final assessment decision.
• Marking Guide – includes a guide to assessors about acceptable answers to the
assessment tasks as well as a guide to assessors on the process of assessment. This also
includes the mapping of tasks and activities to the unit requirements.
• RPL tool – for applicants wishing to apply for RPL.

Task Cover Sheet

Assessors must ensure that students complete the Task Cover Sheet for all assessments
submitted.

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Definitions
Assessment
Assessment is ‘The process of collecting evidence and making judgments on whether
competency has been achieved, to confirm that an individual can perform to the standard
expected in the workplace, as expressed by the relevant industry competency standards of
a Training Package or by the learning outcomes of an accredited course.’ 2 Dimensions of
Competency
To be competent, a person must show their ability to perform effectively in a broad capacity.
The dimensions of competency ensure the person being assessed has the skills to perform
competently in variety of different circumstances. To be competent, a person must
demonstrate the following:
Task Skills
The skills needed to perform a task at an acceptable level. They include knowledge
and practical skills and these are usually described in the performance criteria.
Task Management Skills
These are skills in organising and coordinating, which are needed to be able to work
competently while managing a number of tasks or activities within a job.
Contingency Skills
The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills
The skills needed to perform as expected in a particular job, position, location and
with others. These skills may be described in the range of variables and underpinning
skills and knowledge.
Transfer Skills
The ability to transfer skills and knowledge to new situations and contexts.
Employability Skills
Employability skills are non-technical skills which play a significant part in contributing
to an individual's effective and successful participation in the workplace.
Employability skills are also sometimes referred to as generic skills, capabilities,
enabling skills or key competencies. In Australia the employability skills are:
• communication skills, which contribute to productive and harmonious relations
between employees and customers
• teamwork skills, which contribute to productive working relationships and
outcomes
• problem-solving skills, which contribute to productive outcomes
• initiative and enterprise skills, which contribute to innovative outcomes
• planning and organising skills, which contribute to long-term and short-term
strategic planning
• self-management skills, which contribute to employee satisfaction and growth

2 Taken from the Users’ Guide to the Essential Standards of Registration of the Australian Quality Training Framework.

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• learning skills, which contribute to ongoing improvement and expansion in
employee and company operations and outcomes
• technology skills, which contribute to effective execution of tasks.’ 3
Principles of Assessment
To ensure quality outcomes, assessment should ensure:
Validity
Assessment is valid when the process is sound and assesses what it claims to assess.
Validity requires that:
a) Assessment against the units of competency must cover the broad range of
skills and knowledge that are essential to competent performance.
b) Assessment of knowledge and skills must be integrated with their practical
application.
c) Judgement of competence must be based on sufficient evidence (that is,
evidence gathered on a number of occasions and in a range of contexts
using different assessment methods). The specific evidence requirements of
each unit of competency provide advice on sufficiency.’
There are five major types of validity: face, content, criterion (i.e. predictive and
concurrent), construct and consequential.
In general, validity is concerned with the appropriateness of the inferences, use and
consequences that result from the assessment. In simple terms, it is concerned with the
extent to which an assessment decision about a candidate (e.g. competent/not yet
competent, a grade and/or a mark), based on the evidence of performance by the
candidate, is justified. It requires determining conditions that weaken the truthfulness
of the decision, exploring alternative explanations for good or poor performance, and
feeding them back into the assessment process to reduce errors when making
inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an
assessment tool designed for a particular purpose and target group may not
necessarily lead to valid interpretations of performance and assessment decisions if
the tool was used for a different purpose and/or target group.
Reliability
Reliability refers to the degree to which evidence presented for assessment is
consistently interpreted and results in consistent assessment outcomes. Reliability
requires the assessor to have the required competencies in assessment and relevant
vocational competencies (or to assess in conjunction with someone who has the
vocational competencies). It can only be achieved when assessors share a common
interpretation of the assessment requirements of the unit(s) being assessed.
There are five types of reliability: internal consistency; parallel forms; split-half;
interrater; and, intra-rater. In general, reliability is an estimate of how accurate or
precise the task is as a measurement instrument. Reliability is concerned with how
much error is included in the evidence.
Flexibility
To be flexible, assessment should reflect the candidate’s needs; provide for
recognition of competencies no matter how, where or when they have been

3 The definition of Employability Skills is a direct excerpt from Training Packages@Work

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acquired; draw on a range of methods appropriate to the context, competency and
the candidate; and support continuous competency development.
Fairness
Fairness in assessment requires consideration of the individual candidate’s needs and
characteristics, and any reasonable adjustments that need to be applied to take
account of them. It requires clear communication between the assessor and the
candidate to ensure that the candidate is fully informed about, understands and is
able to participate in, the assessment process, and agrees that the process is
appropriate. It also includes an opportunity for the person being assessed to
challenge the result of the assessment and to be reassessed if necessary.

Rules of Evidence
Authenticity
To accept evidence as authentic, an assessor must be assured that the evidence
presented for assessment is the candidate’s own work.
Currency
In assessment, currency relates to the age of the evidence presented by a candidate
to demonstrate that they are still competent. Competency requires demonstration of
current performance, so the evidence collected must be from either the present or
the very recent past.
Sufficiency
This relates to the quality and quantity of evidence assessed. It requires collection of
enough appropriate evidence to ensure that all aspects of competency have been
satisfied and that competency can be demonstrated repeatedly. Supplementary
sources of evidence may be necessary. The specific evidence requirements of each
unit of competency provide advice on sufficiency.
Validity
See the definition under Principles of Assessment.

Unit Information
Unit
BSBPMG430 - Undertake project work

Application
This unit describes the skills and knowledge required to undertake a minor project or a section
of a larger project. It covers developing a project plan, administering and monitoring the
project, finalising the project and reviewing the project to identify lessons learned for
application to future projects.

The unit applies to individuals who play a significant role in ensuring a project meets timelines,
quality standards, budgetary limits and other requirements set for the project.

Elements and Performance Criteria:

Elements Performance Criteria

Elements describe
Performance criteria describe the performance needed to
the essential
demonstrate achievement of the element.
outcomes

1.1 Identify project scope

1.2 Define project stakeholders

1.3 Seek clarification from delegating authority of issues related to

project and project parameters
1. Establish project
parameters 1.4 Identify responsibilities of relevant stakeholders and reporting
requirements

1.5 Clarify relationship of project to other projects and to the objectives

of the organisation

1.6 Identify availability and access of resources for undertaking the

project

2.1 Identify risks and develop a risk management plan for project,
including Work Health and Safety (WHS)
2. Develop project
plan
2.2 Develop project budget and timeframe and seek approval from
relevant stakeholders

Elements Performance Criteria

2.3 Consult team members and apply their views in planning the
project

2.4 Identify and access appropriate project management tools

2.5 Develop project plan according to project parameters and

deliverables

2.6 Finalise project plan and gain necessary approvals to commence

project according to documented plan

3.2 Establish and maintain required recordkeeping systems throughout

3. Administer and
the project
monitor project
3.3 Implement and monitor plans for managing the project

3.4 Undertake risk management as required

4.1 Complete financial recordkeeping associated with project and

confirm according to agreed budget

4.2 Complete project documentation and obtain sign-offs for

4. Finalise and concluding project
review project
4.3 Review project outcomes and processes against the project scope
and plan

4.4 Document feedback and suggested improvements

Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in
the performance criteria that are required for competent performance.
SKILL DESCRIPTION

Reading Organises, evaluates and critiques ideas and information from a

range of complex texts

Writing Develops plans, reports and recommendations using vocabulary,

structure and conventions appropriate to text
Establishes and maintains records according to organisational
requirements

Numeracy
Uses formal and some informal, oral and written mathematical
language and representation to prepare and communicate
budgetary and financial information

Oral Participates in verbal discussions using clear language and

communication appropriate features to present or seek information
Using listening and questioning skills to seek information and
confirm understanding

Teamwork Selects and uses appropriate communication protocols and

practices to ensure shared understanding of project roles and
expectations
Uses collaborative techniques to engage stakeholders in
consultations and negotiations

Planning and Develops and implements plans to manage projects that involve
organising diverse stakeholders with potentially competing demands
Systematically gathers and analyses all relevant information and
evaluates options to make informed decisions
Evaluates outcomes of decisions to identify opportunities for
improvement

Technology Uses digital technologies and applications to access, organise

and share information

SKILL DESCRIPTION

Performance Evidence
Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:

undertake project work on a minor project or a section of a larger project.

In the course of the above, the candidate must:

Performance Evidence

• confirm the quality of project outcomes according to expectations of the

organisation

• consult and communicate with relevant stakeholders to generate input and

engagement in planning, implementing and reviewing the project

• provide support to team members to enable them to achieve deliverables and to

transition them as appropriate at completion of the project.

The candidate must be able to demonstrate knowledge to complete the tasks outlined in
the elements, performance criteria and foundation skills of this unit, including knowledge of:

• project management tools

• types of documents and other sources of information commonly used in defining the
parameters of a project

• mission, goals, objectives and operations of the organisation

• relevant legislation and regulations, including work health and safety (WHS)
requirements, for project planning

• project management processes according to policies and procedures of the

organisation and including: o lines of authority and approvals o quality assurance o
human resources o budgets and finance o risk management o recordkeeping o
reporting.

Assessment Conditions
Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the
conditions are typical of those in a working environment in this industry.

This includes access to:

• relevant legislation, regulations, standards and codes

• workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational
education and training legislation, frameworks and/or standards.
Unit Mapping Information
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Supersedes and is equivalent to BSBPMG522 - Undertake project work

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Assessment Overview
This Student Assessment Booklet includes all your tasks for assessment BSBPMG430 - Undertake
project work.
Assessor Notes:
This page is an overview of the assessment. It is meant to give a bird’s eye view of the tasks
which must be completed and what is required for each.
Please ensure that you have read the information below and asked all the questions you may
have before you start the assessment.

About the Tasks

This unit requires that you complete 2 assessment tasks. You must complete all tasks with a
competent result to achieve competency for this unit. Please read the information below
about each task included in this assessment.

Task Description

Knowledge Test

In this task, you will demonstrate a sound knowledge of the unit

Assessment Task One requirements through completing and submitting written questions.

You must correctly answer all 12 questions to show that you

understand the knowledge required of this unit.

Project Portfolio

Assessment Task Two In this task, you are required to demonstrate your skills and
knowledge by working through a number of activities and
completing and submitting a project portfolio.

Student Information
What is competency?
To complete assessment tasks satisfactorily you will need to demonstrate competence – but
what does this mean?
In the Australian vocational education and training system, the concept of competence, is
defined as: “The ability to perform tasks and duties to the standard expected in the
workplace”. Competence involves the application of specific skills, knowledge and attitudes
to the work performance in an industry, an industry sector or an enterprise. Competence is
rarely achieved in a one-off demonstration. It needs to be developed holistically – that is,
bringing a range of skills and knowledge together – and over time in a real or simulated
workplace. To achieve competence, you need to demonstrate that you can perform a
given task to the standard defined in an endorsed unit of competency.

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Required Assessment
To be deemed competent in this unit (or these units) of competency you must have
satisfactorily completed all assessment tasks. To be recognised as having completed an
assessment task satisfactorily, you must meet every marking criterion for that task.
This document outlines each assessment task in greater detail, including:
• Where, when, and under what conditions the assessment will take place
• The task(s) which you will be required to perform
• The evidence which your assessor is going to gather while you complete the task(s)
• How the assessor is going to mark your performance on the task(s)
• Any administrative requirements related to the task(s)
If you have any questions about the assessment process which are not answered by this
guide, please make an appointment to speak with your assessor. They will ensure that you are
clear regarding the requirements.

Assessment outcomes
Once the assessment has been completed you will be given the result within the timeframe
detailed in the Albright Assessment Policy. Once you have satisfactorily completed the
required assessments for a unit of competency, you will receive an outcome of C
(Competent) or NYC (Not Yet Competent). If you receive a result of NYC, you are entitled to
apply for a resubmission of the assessment.

Assessment re-submission
If you are deemed NYC (not yet competent), your assessor will explain why and inform you of
what needs to be completed in order to demonstrate competence.
Re-assessment for assessments only occurs if you have previously submitted the assessment or
have missed the relevant session(s) and have been afforded special consideration, which has
been approved by the Administration department.
If the result for the first submission of an assessment is NYC, you will be given re-submission
opportunities, free of charge, to achieve a competent result. A suitable time will be arranged
for the reassessment to occur within the timeframe detailed in the Albright Assessment Policy.
Should you either not make an attempt within this time frame (in spite of all efforts by Albright
Institute, its assessors, and administration staff), or you do not achieve a satisfactory result
after your entitled re-assessments, you may be charged for another attempt.
Should you still not achieve competence after these assessment attempts, it will be necessary
for you to re-enrol in (repeat) the unit of competence at a cost.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. If
you are submitting the booklet in hard-copy or by email, please fill it in for each task, making
sure you sign the student declaration.
If you are submitting your assessment through Moodle, which will usually be the case, you will
not be required to complete the coversheet on this booklet. Moodle has its own methods for
recording your submission and you will be given instructions when you log in.

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Your assessor will give you feedback about how well you went in each task. If you do not feel
that you have received enough feedback you may request additional information from
them.

How to submit your assessments?

When you have completed each assessment, you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Most written assessment will be submitted through Moodle, which may involve answering
questions or uploading documents. You should retain your own copies of anything you
submit.
If you are required to submit on paper, make sure you photocopy your written activities
before you submit them – your assessor will put the documents you submit into your student
file. These will not be returned to you.
No matter how you submit your assessment, it is critical that you keep copies (with the
exception of real or simulated interpreting) and that you back them up. If there is an issue
with your submission, for example a file was corrupted, you will be required to submit it again.
In such cases computer failure will not be accepted as a reason for not being able to access
your work. You should have a backup.

Reasonable adjustments
Wherever it is necessary, for example when a student has a disability or a special need,
assessors will make reasonable adjustments to the assessment processes to ensure all people
are treated equally.
All reasonable adjustment is conducted in accordance with Albright Institute’s policy and
procedures.
To meet the needs of all learners, adjustments can be made to the way assessments are
conducted but not to the requirements of the assessment. The purpose of these adjustments
is to enhance fairness and flexibility so that the specific needs of students can be met.
Examples of reasonable adjustments include:
• providing additional time for student to practice the assessment tasks
• presenting questions orally for students with literacy issues
• asking questions in a relevant practical context
• adapting machinery and equipment to make it more easily used
• presenting work instructions in diagrammatic or pictorial form instead of words and
sentences
• simplifying the design of tasks
It is the responsibility of each assessor to assess each student’s needs and make whatever
reasonable adjustments are practicable to maximise a student’s opportunity to demonstrate
their competence.
If you feel that you require a reasonable adjustment, please discuss this with your assessor.

Assessment appeals
You can make an appeal about an assessment decision by filling an appeal form. Ask for an
appeal form from a student support officer, your trainer, or access it on the Albright website.

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Refer to the Complaints and Appeals Policy, available on the website, for more information
about our appeals process.

Plagiarism Policy
All student work must be written in their own words, except where acknowledged through
quotations and referencing. Plagiarism is a serious offence; Albright Institute may impose
severe penalties on students who plagiarise.
For more information on Plagiarism and Cheating refer to Albright Institute’s policies.

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Assessment Task 1 – Coversheet
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student and Submission Details

Student
Sanyam Batra Student ID
Name
224428

Unit Code and Date of

Name
BSBPMG430 - Undertake project work submission

Student Declaration
I declare that

• These tasks are my own work.

• None of this work has been completed by any other person.

• I have not cheated or plagiarised the work or colluded with any other student/s.

• I have correctly referenced all resources and reference texts throughout these assessment tasks.

• I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student
Sanyam Batra
Signature

Assessor To Complete

Assessment Task Task Result Type of Submission

☐ C (Competent) ☐ First submission

Knowledge
☐ NYC (Not Yet Competent) ☐ First re-submission
Test

☐ NA (Not Assessed) ☐ Second re-submission

Assessor
feedback

Assessor Name Date

Task 1 – Knowledge Test

Student Instructions
In this task, you will demonstrate a sound knowledge of the unit
requirements through completing and submitting all 12 written questions.
All questions must be answered satisfactorily for the task to be completed
Task
satisfactorily.
A maximum word count of 150 words per answer is applicable, unless
otherwise indicated.

This task must be done individually in class under the observation of the
Context assessor.
Your assessor will provide you with the due date for this task.

There is no time restriction for completion of the task, though you must
complete it within class time.
You must complete all questions unassisted by the assessor or any other
student, but you may refer to reference materials as required.
To complete this task, you will need:
• A device with internet access and the capacity for word
Conditions processing
• Access to the Albright Moodle system
• Learner Guide
• Australian Institute of Interpreters and Translators (AUSIT) 2012,
AUSIT Code of Ethics and Code of Conduct, [Link]/code-
ofethics/

You will submit your answers to the questions.

You will submit through Moodle, which is the standard method. This will
involve typing answers into Moodle and may involve uploading
documents.
Submission
and Evidence In some cases, for example when there are technical difficulties, you may
submit this via email. If this is the case, your assessor will instruct you
further.
In extreme cases you may submit on paper. You must discuss this with
your assessor and have it approved in advance.

Marking Your answers will be marked using a standardised marking guide. This
Criteria ensures that all students are marked equally.

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Reasonable If you are unable to undertake the written assessment as designed, an
Adjustment interview (verbal questioning) may be used as an alternate approach.

Instructions for Assessors

Conducting the This task is conducted individually, so each student must do it without
Task input from yourself or any other student.

This task is not conducted under exam conditions, so the student may
refer to reference materials.
Setting the
Context You will need to oversee the students as they conduct this task, to
ensure that they answer authentically and that they do not engage in
collusion or plagiarism.

Ensure that each student understands what is required of them, and

that they must complete the task during the class before they begin.
Ensure that each student has:
• A device with internet access and the capacity for word
processing
Setting the • Access to the Albright Moodle system
Conditions
• Learner Guide
• Australian Institute of Interpreters and Translators (AUSIT) 2012,
AUSIT Code of Ethics and Code of Conduct, [Link]/code-
ofethics/
If a student does not have the required IT equipment, organise for them
to borrow one from Albright reception.

This task will usually be submitted through Moodle, which is the standard
method. You will log in to Moodle to review and mark their answers.
In some cases, for example when there are technical difficulties, the
Collecting the student may submit this via email. If this is the case, you must give them
Evidence your Albright email address for submission. DO NOT give students your
personal email address.
If the circumstances warrant it e.g. there is no other option, you may
approve submission on paper.

You must mark all answers according to the marking standardised

marking guide. This ensures that all students are marked equally.
Assessing the All questions must be answered satisfactorily for the written assessment
Evidence to be completed satisfactorily.
A maximum word count of 150 words per answer is applicable, unless
otherwise indicated.

Administrative There are no special administrative requirements for the conduct of this
Requirements task.

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Assessment Task 1 – Knowledge Questions
Please answer the following questions. A word limit of 150 words applies to each response,
unless otherwise specified.
You must read thoroughly the “Student Workbook/Learner Guide” before attempting this Task.

1. List five project management tools and explain their use in project management.

1. Network Diagrams
These diagrams are one of the most important tools in project management
that can be used in the process of project planning. Also known as an
“Arrow” diagram because the diagram consists of different arrows that can
be used to connect different activities and also to display precedence. By
using these arrows, you can also show interdependencies between different
activities of a project. In the process of forming the Network Diagram, there
are always some assumptions to be made. The first assumption to be dreamt
up is that all pending or ongoing activities have been completed before
starting new ones. The second assumption that has to be made is that all the
arrows used in the Network diagram indicate a logical priority. What that
means is that the direction of the arrow is displaying the unique sequence
that needs to be followed for the proper execution of activities. The last but
not the least assumption is that Network Diagrams have no choice but to
start with a single event and end with a single event because there is no
place for dual start and endpoints. If the project manager wants to
calculate the total duration of a specific project, they need to define a total
of four dates for each specific task. The first two are the start dates. The first
date in these two is Early Start which is the earliest date on which the task
can be started. The second date in those or Late Start is the date on which
the task absolutely has to start if it hasn’t already. This same logic goes for
the latter two of the four dates mentioned above. Those are the end dates.
Another important element in the Network Diagram is the Slack time. This is
the time that is allowed for the task to be delayed but not more than that.
Why? Because eventually, it will cause a delay in the overall timeline.

2. Critical Path Method

CPM is an essential tool that is thoroughly used by project managers. This is because
this tool can monitor and assess the progress of the project in real-time. It is to ensure
that all the ongoing projects performed by the team are going to finish in time. The
Critical Path of the project is the longest sequence of activities performed on the
network diagram. It is also characterized as having zero slack time for all activities
that are involved in a particular sequence. So, if there’s the slightest delay in any
activity, it will cause a delay in the overall project deployment. Zero Slack time is
bad but also good in some ways. Good because the project managers will remain
more vigilant when they will know that the slightest error can hinder the progress of

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the project. Also, project managers can divert resources from a specific project to
some other project if they need to. This makes sure that the appropriate resources
are used somewhere important, and the project is not delayed. But while doing
that, the project manager has to ensure that the activity in question does not
become a critical path activity due to the reduction in the number of resources.

3. Gantt Charts
A Gantt chart is a visual representation of all the tasks related to your project scheduled
overtime.
They are used to plan projects of all sizes and shapes.
Why? Because they are an incredible tool to show the work that is scheduled to be
done on a
project on a specific day. They also show the whole tenure of a particular project in one
simple
view.
Here are some of the features of a project you can monitor on a Gantt Chart.
The start and end dates of a project
What are the project tasks
Who are the team members involved in each project
Who is working on each individual task
What is the duration of each individual task
How all of the tasks are linked or are they dependent on each other.

Still don’t understand the importance of these charts? Well not long ago, people used
to plan on
paper or show all of the projections with coloured blocks because there wasn’t any
digital solution
available. Gantt charts changed all that.

4. Project Evaluation and Review Technique

The Project Evaluation and Review Technique, more commonly known as PERT is a form
of
Network Diagram PM tool that is also used to figure out the critical path of the project.
This
technique makes scheduling complex projects easier while creating realistic estimates
of the
duration of each individual activity.
It is a form of Network Diagram but it’s different in a way that it uses three kinds of
estimates rather
than just one. The first estimate, also known as T-O, assumes that the activity will never
falter and
all the factors that are related to the activity are going to be in favour of it.
The second estimate, also known as ‘most likely’ assumes that the activity will eventually
encounter
some issues during the execution phase. It will also provide some contingency buffers to
fix the
issues.

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The final estimate is known as the pessimistic estimate which assumes that whatever
factor that
can possibly go wrong and ruin the activity is bound to happen no matter what.

5. Work Breakdown Structure

WBS is an amazing tool in the project management paradigm. It shows a hierarchical
breakdown of
work activities that are used to define the scope of the project. It is also used to identify
all of the
required deliverables that are needed in the development of the project.
Having all these details spread out in the open enables not just the project managers
but also all
the other stakeholders to understand the project scope. Also, it helps the teams to
understand
exactly what needs to be developed.
The beauty of WBS is that it divides the project deliverables and the work required into
very small
components that are easily manageable. The lowest level items also known as Work
Packages can
be monitored, assessed, controlled and easily cost estimated.

2. Outline three types of documents and sources of information that are used to define
the parameters of a project.

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1. Project charter
Within initiating a project, the project initiator or sponsor develops a document called
a project charter. This is a document that identifies the need for the project, formally
provides authorization for a project, and grants authority to the project manager to
request resources and conduct project activities. The project charter contains:
A project statement of work that references the business need, product/service scope,
and
strategic plan
The business case for the project that details the demand, customer requests,
technologies, legal
and social requirements
Any necessary agreements that define the goals or intent of the project
Enterprise environmental factors
Organizational process assets
2. Project management plan
Within the planning phase, a project management plan is developed by the project
manager in
collaboration with the project sponsor or initiator, based on the information provided by
the project
charter. This essential document guides the entire project and details the management
plans that
cover the following:
● communications
● costs
● human resources
● procurement
● process improvements
● quality of deliverables
● business requirements
● risks
● schedules
● project scope
● stakeholders
● project updates
3. Work breakdown structure (WBS)
This essential document is a decomposition of the entire project that identifies all the
work to be
carried out by the project team to meet the project goals and successfully deliver the
customer
product or service. In the WBS, all deliverables (product or service) are broken down to the
smallest unit. The information that goes into the WBS comes from the scope management
plan, the
project scope statement, any requirements documentation, as well as enterprise
environmental

3. Explain the importance of planning for risks in a project and list three processes that
can be used to identify risks as part of a risk assessment process for a project.

Even the most carefully planned project can run into problems. No matter how well you
plan, your

project will always run into unexpected problems. When team members get sick or quit, the

resources you depend on become unavailable, and even the weather can trigger you (eg,
a

snowstorm). So does this mean you are helpless against an unknown problem? No! You can
use

risk planning to identify potential problems in your project, analyze how likely they are to
occur, take

steps to prevent avoidable risks, and mitigate those that cannot.

A risk is any uncertain event or condition that may affect your project. Not all risks are
negative.

Certain actions (such as finding an easier way to perform an operation) or circumstances

(such as

the low cost of certain materials) can help your project. When this happens, we call it an

opportunity; but it is still resolved as is the risk.

Identify the risk

A more disciplined process is to use a potential risk checklist and assess the likelihood of these

experience from past projects. These checklists can help the project manager and the
project team

identify specific risks on the checklist and broaden the team's thinking. Project team
experience, in-

house project experience, and industry experts can be valuable resources in identifying
potential

project risks.

Identifying sources of risk by category is another way to study the potential risks of a project.
Some

examples of potential risk categories include:

● Technical

● Cost

● Schedule

● Client

● Contract

● The weather

● Financial

● Political

● Environmental

● People

You can use the same framework as a work breakdown structure (WBS) to develop a risk

using a table with increased levels of detail on the right. The category of people can be
divided into

different risks related to people. Examples of people risk include the risk of not finding people
with

the skills needed to carry out the project or the sudden unavailability of key people for the
project.

Risk assessment

risk event occurring and the potential loss associated with it. Not all risks are equal. Some risk

events are more likely to occur than others, and the cost of risk can vary widely. The next step in the

risk management process is to assess the risks, severity, or potential harm to the project.

Having criteria to identify high-impact risks can help you focus on a few important risks that need to

be mitigated. For example, let's say high-impact risks increase project costs by 5% of the

conceptual budget or 2% of the detailed budget. Only a few potential risk events meet these criteria.

Reduce risk

After identifying and assessing risks, the project team develops a risk mitigation plan, which is a

plan to reduce the impact of unexpected events. Project teams mitigate risk in a variety of ways.

● Risk avoidance

● Risk sharing

● Reduce risk

● Transfer of risk

Each of these mitigations can be an effective tool for reducing individual risk and the risk profile of a

project. The risk mitigation plan outlines the risk mitigation approach for each identified risk event

and the actions the project management team will take to reduce or eliminate the risk

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4. Explain the importance of a risk management plan in identifying and managing risks
for a project.
An effective risk management strategy allows you to identify the strengths, weaknesses,
opportunities, and threats of a project. By planning for unexpected events, you can be prepared to
respond should they occur. By determining how you will overcome potential risks to ensure the
success of your project, you will be able to identify, mitigate, or avoid problems when necessary.
Successful project managers recognize that risk management is important because the achievement of
project objectives depends on planning, preparation, results, and evaluation that contribute to the
achievement of strategic objectives.

5. Explain the process of risk avoidance in project management.

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In terms of project management, risk avoidance is a strategy to reduce the level
of risk by allowing businesses to avoid certain high-risk activities altogether. Simply
put, avoiding risk means not taking risks. This means that organizations cannot
eliminate all risks. Explain the concept of risk acceptance in project management.
Some examples of project plan adjustments that help avoid certain risks include
replacing foreign suppliers with domestic ones to avoid exposure to exchange rate
fluctuations, or choosing proven technologies rather than innovative ones to avoid
technology risks.

6. Explain the use of risk mitigation strategies in project management.

Mitigation is a strategic risk response wherein a project team takes active steps to reduce
the
probability or impact of a negative risk to a project. It implies a reduction in the
probability and/or
impact of an adverse risk to be within acceptable threshold [Link] is one of the
four
strategies for responding to a risk with a negative impact on a project. The goal should
be to
mitigate against negative risk so that if the risk is realized, the project suffers as little as
possible.
Risk mitigation might include introducing preventative measures into a project plan. For
example, if
a construction firm risked losing building supplies or equipment due to theft while building
in a high-
crime area, they may decide to hire a security firm to monitor the work site around the
clock. Hiring

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a guard won't guarantee that no thefts will take place, but it should reduce the likelihood
of
[Link] mitigation might also involve introducing redundancy into the project effort. For
example,
if the project team faced a risk due to the financial instability of a vendor, the team might
decide to
spread purchases among two or more vendors. This might entail a cost, because you
may lose
economies of scale derived from working with a single vendor. But that might be
acceptable when
weighed against the cost of having a single vendor with uncertain finances.
Where it is not possible to reduce probability, a mitigation response might address the
risk impact
by targeting linkages that determine the severity. For example, designing redundancy
into a system
may reduce the impact from a failure of the original component.

7. .

7. Explain the concept of risk acceptance in project management.

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Over the course of a given project, there will be a number of times over the
course of the project’s respective life cycle that the project management team
and or the project management team leader will find themselves in a position in
which they realize that a particular component as to the project and or a particular
facet of that project does in fact come with a set or series of inherent risk. When this
determination of risk is made, the project management team and or project
management team leader must make an assessment as to what the next course of
action is going to be in attempting to deal with and or minimize these risks. In many
cases, the project management team and or project management team may
make the determination that the best course of action is to deviate from the
previously determined project management plan in a way that best ameliorates
and or minimizes the risk. However, in certain cases, the project management team
and or project a management team leader may in fact make the determination
that the risks are worth it due to the need and or importance of the component in
question, and or due to a lack of a realistic alternative, and in this case, it is known
as risk acceptance.

8. Explain the importance of quality assurance processes and procedures to guide

effective and efficient project management.

Quality assurance ensures sustainable results. Consistency is very important for

services and products. Quality assurance is the guarantee that every product /
service with a company name is the same. No customer gets anything worse or
better than another customer. Implementing quality is important for organizations
that strive to achieve their mission and goals effectively, while increasing
productivity and output. Quality assurance reduces the impact of failure and helps
your company stand out from its competitors.

Quality Assurance can also be viewed as a proactive process and it places

importance on planning, documentation, and guidelines finalization that will be
needed to assure the quality. This process begins at the very start of the project to
compare the product’s requirements and expectations. Once all requirements and
expectations are recognised, a plan is developed to meet these requirements and
expectations.

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9. Explain the importance of human resources processes and procedures to guide
effective and efficient project management.
Human resources play a key role in the development, strengthening and
transformation of organizational culture. Remuneration, performance
management, training, development, hiring, hiring, and strengthening business
values are important elements of business culture within human resources.

The link between Human Resource Management and Project Management is

strategic. Both of them are useful for company competitiveness. Human Resources
are the key to every work done within a company as they represent people.
Project Management is measured by the different project success that can
represent benefit, innovation or any improvement. It appears that project success
requires success in team project management, which is the HR function. Three
main processes are taken into account: selecting, training and managing. They
represent the layers of the Human Resources overall role in Project Management.
They are described and analyzed while raising their key issues that have to be
faced.

10. Explain the importance of budgetary/financial processes and procedures to guide

effective and efficient project management.

available or required often determines the resources, activities, duration and type
of

activities used under the project. For project budgets, miscalculations,

miscalculations, or

lack of proper oversight can ruin an entire effort.

● By knowing how much money is available for each project activity, you can
easily pinpoint

areas that need attention.

● One of the trickiest parts of project management is having the right human
resources

available. The project budget helps determine exactly what skill you need for what
length of

time, which is especially useful when people are working across multiple projects.

● The budget is an effective management tool to see if you’re on track to meet

goals.

● It helps prioritise activities that can be completed within the resources available.

Sometimes this means reining in your ambitions but at least you’ll be delivering to

expectations.

● Helps promote future thinking and planning.

● Project managers who can deliver great outcomes while effectively controlling
budgets

11. Explain the importance of record keeping processes and procedures to guide
effective and efficient project management.
Good records can not only protect you, but also support your organization in legal
and other

challenges. It also protects the rights of your customers and guarantees what they
should get.

Without registration, your organization and customers are at risk. Registry

management

procedures

· Supporting ease and efficiency of the project activities

· Allowing teams can find required information you when they need

· Protecting the project data from unauthorized access and use

· Saving time and effort

· Reducing costs, including space costs

· Keeping files up-to-date and versioned

Project management reporting allows you to advance your projects and manage the
expectations of others, including stakeholders and team members. The report allows you
to regularly monitor the scope, timing, budget, and progress of the project and report it to
anyone who wants to know at any time. Project reports are valuable tools to both project
teams and stakeholders. It provides several benefits. Through these reports, all those
involved are able to track the current progress of the project and compare it against the
original plan. They can identify risks early on and take corrective action. Reports make it
easy for everybody to see expenses and manage the budget with more visibility. In fact,
reporting increases visibility in all aspects of the project, including team performance.
With greater visibility from reports, the project manager can be in more control to act on
progress, stagnation, regression, team performance, or quality of work. Project reports are
sources of learning. With enough information, those involved can decide to stop what is
not working, to continue doing what is working, and to consider reviewing the rest. Finally,
reporting is a process that requires completeness and accuracy. It promotes thoroughness
and ensures all aspects of the project are covered

Assessment Task 2 – Coversheet

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student and Submission Details

Student
Sanyam Batra Student ID
Name
224428

Unit Code and Date of

Name
BSBPMG430 - Undertake project work submission

• these tasks are my own work.

• None of this work has been completed by any other person.

• I have not cheated or plagiarised the work or colluded with any other student/s.

• I have correctly referenced all resources and reference texts throughout these assessment tasks.

• I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student
Sanyam batra
Signature

Assessor To Complete

Assessment Task Task Result Type of Submission

 C (Competent)  First submission

Project One  NYC (Not Yet Competent)  First re-submission

 NA (Not Assessed)  Second re-submission

Assessor
feedback

Assessor Name Date

Assessor
Signature

Assessment Task 2 – Project Portfolio

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Student Instructions
In this task, you are required to demonstrate your skills and knowledge by
working through a number of activities and completing and submitting a
project portfolio.

You will need access to:

• a suitable place to complete activities that replicates a business

environment including a meeting space and computer and internet
access

• your learning resources and other information for reference

• Project Portfolio template Simulation Pack for this unit.

Ensure that you:

Task • review the advice to students regarding responding to written tasks in

the Business Works Student User Guide

• comply with the due date for assessment which your assessor will
provide

• adhere with your RTO’s submission guidelines

• answer all questions completely and correctly

• submit work which is original and, where necessary, properly

referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

This task must be done individually in the presence of the assessor. Where
Context
possible, your assessor will endeavour to allocate a time during class.

You will submit your written answers through Moodle, which is the
standard method. This will involve typing answers into Moodle. In some
Submission cases, for example when there are technical difficulties, you may submit
and Evidence this via email. If this is the case, your assessor will instruct you further. In
extreme cases you may submit on paper. You must discuss this with your
assessor and have it approved in advance.

Marking Your performance and responses will be marked using standardised

Criteria marking guide criteria. This ensures that all students are marked equally.

If you are unable to undertake the assessment as designed, speak to your

Reasonable assessor if you feel you need reasonable adjustment and a suitable
Adjustment alternative approach may be agreed upon for each component of the
task.

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Assessment Task 2: Project Portfolio
Information for students
In this task, you are required to demonstrate your skills and knowledge by working through a
number of activities and completing and submitting a project portfolio.

You will need access to:

• a suitable place to complete activities that replicates a business environment including a

meeting space and computer and internet access

• your learning resources and other information for reference

• Project Portfolio template Simulation Pack for this unit.

Ensure that you:

• review the advice to students regarding responding to written tasks in the Business Works
Student User Guide

• comply with the due date for assessment which your assessor will provide

• adhere with your RTO’s submission guidelines

• answer all questions completely and correctly

• submit work which is original and, where necessary, properly referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

Activities
Complete the following activities:

1. Carefully read the following:

This project requires you to undertake project work on a minor project or a

section of a larger project. You can do this based on the assumption that
you are the project manager of a project related to the case study business or
your own business if applicable. It’s important that this business and project
already has project management policies and procedures in place. Speak to
your assessor to get approval if you want to base this on your own business or
workplace.

Vocational education and training is all about gaining and developing

practical skills that are industry relevant and that can help you to succeed in
your chosen career. For this reason, basing your project on a real project if
you are workplace based, will mean that you are applying your knowledge
and skills in a relevant, practical and meaningful way!
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You will be collecting evidence for this unit in a Project Portfolio. The steps
you need to take are outlined below. Before you begin, complete page 4 of
your Project Portfolio.

2. Project scoping and planning

Read through Section 1 of your Project Portfolio. Review the business

information in the Simulation Pack or access documents from your
workplace as relevant.

Identify all the information you need to develop the project scope and
review the Project Management Policies and Procedures in the simulation
pack. As part of this step, you will need to communicate with your supervisor
to clarify any issues or concerns. Refer to your portfolio for more details.

Complete Section 1 of your Project Portfolio.

Now read through Section 2 of your project portfolio in preparation for a

meeting with stakeholders. You will be discussing the plan in preparation to
complete it after the meeting.

Although you are working into a project portfolio for this assessment, you are
i
going to be assessed on establishing and maintaining recordkeeping

systems throughout the project. So, at this step, create an online folder for
the project as specified in the Project Management Policy and Procedures
and according to your planning that you complete in Section 1. When the
project is completed, you will be assessed on whether you have set up and
maintained a record keeping system for the folder using a digital online
system. This can be any system or tool you decide on (unless you are in the
workplace and your policy requires a specific system be used). At each
stage of submission, make a copy of each section of your portfolio and
attachments, and store these in the folder system you have created. Take a
screen shot of this and include it in each section of your portfolio to
demonstrate your record keeping and file management system. At the very
end, you will send your assessor a link to your online filing system for them to
review it. You will be assessed on this.

Your project portfolio will prompt you to attach screenshots of this system at
the end of each section. Follow these prompts.

3. Stakeholder meeting

Meet with your project team to discuss the scope of the project and to help
inform your project management plan. This meeting will last for
approximately 20 -30 minutes. Your supervisor will attend this meeting and
provide further information to you about the project.

At the meeting, you must:

• Outline the organisation's mission, goals, objectives and operations and

how the project relates to them. Briefly explain the organisation’s project
management policies and procedures.

• Discuss the project management plan, including roles and responsibilities of

the project manager, as well as the project team member. Discuss the
limitations of your responsibilities and how approval processes will work with
your team.

• Identify and discuss factors that could affect the timeframes to ensure that
the timeframes are realistic and achievable.

• Seek the project team members’ feedback.

Take notes during the meeting as you will need to develop the plan after
the meeting.

During the meeting, you will need to demonstrate effective communication skills
including:

• Speaking clearly and concisely

• Using non-verbal communication to assist with understanding

• Asking questions to identify required information

• Responding to questions as required

• Using active listening techniques to confirm understanding

• Applying appropriate communication protocols as expected of your role

• Engage your team in the discussion and encourage feedback and

discussion.

This can either be attended in person by your assessor or online. If you are basing
i
this assessment on a workplace project, your assessor can attend in

person, online or you may like to video record the session for your assessor to
watch later. Your assessor can provide you with more details at this step.
Make sure you follow the instructions above and meet the timeframes
allocated.

4. Develop a project management plan

Based on the project scoping completed in activity step 2 and any

feedback from the meeting in activity step 3, develop a project
management plan.

Your project management plan should include, as a minimum, the following:

• Background: Provide a brief explanation of the background of the project

• Activities and Milestones: major activities, scheduled start, scheduled finish

and accountability.

• Budget

• Risk Management Plan: include at least one WHS risk.

Complete your project management plan by working into Section 2 of your
Project Portfolio to guide your work.

Your project management plan should identify at least three risks associated
with the project, one of which should be related to work health and safety.

You will be required to use the risk legend to assist in the classification of risks.

Seek approval from your supervisor to proceed with the project and
obtain sign off for your plan, including approval for your budget and
timeframe. Do this by developing an email to your supervisor outlining what you
require and authorisation to proceed. Ensure you use professional business
language. Attach this email to Section 2 of your Project Portfolio.

Assume your supervisor has responded to you and provided the necessary
approval. Develop an email to your project team members to ensure that the
team is clear about overall project requirements and project roles and responsibilities.

The text of the email should be in grammatically correct English, written in an

appropriate (polite, business-like) style.

Attach this email to Section 2 of your Project Portfolio.

Submit Sections 1 and 2 of your Project Portfolio to your assessor. Remember

to include all relevant attachment prior to your submission.

5. Implementation activities

Complete some of the project implementation activities (at least two) as

outlined in your planning. Work into Section 3 of your Project Portfolio and
attach the relevant evidence as directed.

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.43
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i
If in the workplace, you can choose two suitable implementation activities
to provide evidence for. These must match your planning in section 2 of
your Project portfolio.

If using the case study in the simulation pack, follow the guidance below.

You are to develop a brief in order to obtain quotes from at least three
website designers.

Use the case study information to develop the website design brief.

Your brief should include the following:

• Background information

• Target audience

• Content: what should be included in the website.

• Call to action: what the people who visit the website should do

• Social Media

• Functional requirements

• Website design ideas

• Logo

• Search engine optimisation

• Practical issues
Develop an email to be sent to three web designers for quotes along with
the design brief.
6. Develop a project status report
Prepare a project status report to send to your supervisor.

Your status report should include, as a minimum, the following:

• Progress summary

• Milestones: achievement of key dates for activities as specified in the

Project Management Plan

• Budget: planned expenditure and actual expenditure

• Risk management: of project risks to date

• Recommendations
Continue working into Section 3 of your project portfolio.

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.44
1300 189 154 | Level 2, 341-345 Queen Street, Melbourne VIC 3000 | [Link] | v 2.0
i
If in the workplace, time must have passed for you to gather some data. If
using the simulation, the following will apply:

It is two months into the project for the development of the website.

The status of the project is as follows:

The content has been developed for the website within the required
timeline of 1 month from the implementation of the project plan and at the
specified cost.

The content was written by a public relations consultancy company, PR

Pulse for the cost specified in the project budget.

Three quotes have been received from website developers as follows:

• Bestweb Design $3,750, timing indicated as 4 weeks – examples of other

websites developed do not seem to be suitable.

• Visualweb $5,000, timing indicated as 8 weeks – examples of other

websites developed seem to be along the lines required.

• Web designs Australia $6,000, timing indicated as 12 weeks – examples

of other websites developed seem to be along the lines required.

The customer service officer has left the organisation unexpectedly.

7. Provide support to project team member

You are required to provide support to one of your project team members.
This must be done in person so you will need to set up a meeting with
someone on your team.

You are required to demonstrate that you can provide support to this team
member to help them achieve deliverables.
It is important that you are very clear about the importance of meeting the
documented timelines of the project with this person. These should be the
same as those in the activities and milestones section of your project
management plan in your portfolio. Confirm with them that these timelines
can be met.

During the meeting, you are required to demonstrate effective

communication skills including:

• Speaking clearly and concisely

• Using non-verbal communication to assist with understanding

• Asking questions to identify required information

• Responding to questions as required

• Using active listening techniques to confirm understanding

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.45
1300 189 154 | Level 2, 341-345 Queen Street, Melbourne VIC 3000 | [Link] | v 2.0
i
If in the workplace, this can either be viewed in person by your assessor or
you may like to video record the session for your assessor to watch later.
Alternatively, your assessor may role play the person being supported. Your
assessor can provide you with more details at this step – this will be
dependent on your workplace options available to you.

If using the case study, refer to the information below:

You have received the following email from the Operations Manager.

Dear Marketing Coordinator.

Thank you for your Project Status Report. We have recently hired a new
customer service officer, who will be part of the project team. I will set up a
meeting for the three of us, so you can bring them up to date on the
project. I will be attending to assist with this if you need me to.

Regards,

Operations Manager

This new team member has been employed to take the place of the person
who has unexpectedly left.

You are required to provide support for the new Project Team member by
discussing all aspects of the project with them. The Operations Manager will
also be attending the meeting.

Keep in mind the new customer service officer will need your support at this
stage, so make sure that you understand in what areas they may need
assistance, and work with them to find how this can be provided.

During the meeting, you must be very clear about the expected quality of
the project outcomes. Keep in mind that this is a new employee, and they
are not familiar with the quality expectations that have been outlined during
earlier discussions that you have participated in.

Submit Section 3 of your Project Portfolio to your assessor. Remember to

include all relevant attachment prior to your submission.

8. Finalise project

Complete finalisation activities for the project.

Conduct a meeting with your team to formally close the project. Discuss
project outcomes and ensure that all of the staff involved in the project are
working in new roles or have been reassigned to their previous roles. Before
concluding the meeting, ensure that all project team members have the
opportunity to give feedback on the project. Gain verbal confirmation from

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.46
1300 189 154 | Level 2, 341-345 Queen Street, Melbourne VIC 3000 | [Link] | v 2.0
all team members that they can transition to their other tasks following
project completion and offer your support as necessary.

During the meeting, you will need to demonstrate effective communication skills
including:

• Speaking clearly and concisely

• Using non-verbal communication to assist with understanding

• Asking questions to identify required information

• Responding to questions as required

• Using active listening techniques to confirm understanding

i
If in the workplace, complete this step at project closing and record this
meeting for your assessor to view later. If using the simulation, the following
will apply:

The project is now complete, with the outcomes as follows:

The website is now live. There has been very positive feedback amongst all
staff about the look and content of the website. The website designers were
very professional and easy to deal with.

It is four months since the project commenced. Delays occurred because of

the following:

• The website developer could not complete the website within the
required timelines as originally stated in their quote.

• There were additional delays due to the customer service officer’s

departure and changes to the website during the development as a
result of the project manager’s input.

• The design of the logo took longer – see below.

The estimated cost for the logo was doubled because the first designer
employed was unable to develop a logo to the company’s liking and so a
new logo designer was contracted. This therefore doubled the costs as the
first designer, as well as the second designer needed to be paid.

Training will be required in website maintenance to ensure information is

regularly updated e.g. the newsletter. Training should ideally be provided to
the administration staff.

Develop a final project evaluation report. Ensure that you incorporate the
feedback from the team meeting into your report, as well as your own
reflections based on the project status report you developed and the scenario
information above.

Your project evaluation report should include the following:

• The reason for closing the project

• A summary of recommendations relating to the project

• Project performance against objectives

• Project performance against outcomes

• Project performance against outputs

• Project performance against budget

• Lessons learnt
Complete Section 4 of your Project Portfolio.

9. Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio,
answered all questions, provided enough detail as indicated and proofread
for spelling and grammar as necessary. Be sure to include all relevant attachments as
outlined in your portfolio, including the link to the online project folder in Section 4.

Submit to your assessor for marking.

Assessment Task 2: Checklist

Student’s name:

Completed
successfully?
Comments

Yes No
Did the student:

• Identifying project scope

• Defining project stakeholders

• Seeking clarification related to

project issues and parameters

• Outlining stakeholder
responsibilities and reporting
requirements

• Summarising relationship of
project to other project and
overall organisational goals,
mission and context

• Considering legislative and

regulatory context including WHS
considerations

• Planning for resources

• Planning for risks

• Identifying project management

tools to be used

Consult team members and apply

their views in planning the project?

During the meeting with the project

team, demonstrate effective
communication skills including:

• Speaking clearly and

concisely

• Using non-verbal
communication to assist with
understanding

• Responding to questions as
required

• Using active listening techniques

to confirm understanding

• Applying appropriate
communication protocols as
expected of their role

• Engaging team in the discussion

and encouraging feedback and
discussion.

Develop a project plan and

complete consultation activities that
includes:

• Measuring success criteria

• Developing activities and

milestones including timeframes

• Developing the project budget

• Competing risk management

(including WHS risks)

• Use appropriate project

management tools

• Request approval (including

budget) from stakeholders to
commence

• Informing project team members

of plans and responsibilities

• Set up file management and

record keeping processes?

• Completing activities outlined at

Activity Step 5

• Developing a project status

report

Providing support to a project

team member

During the meeting with the project

team member, demonstrate effective
communication skills including:

• Speaking clearly and concisely

• Using non-verbal communication

to assist with understanding

• Asking questions to identify

required information

• Responding to questions as
required

• Using active listening techniques

to confirm understanding

• Completing financial record

keeping and reporting activities

• Meeting with the team to ensure

that all of the staff involved in the
project are working in new roles or
have been reassigned to their
previous roles

• Complete the project

documentation and obtain the
necessary sign-offs for concluding
the project

• Reviewing outcomes and lessons

against the scope and plan

• Documenting lessons learnt,

feedback and recommendations
for improvement

During the final meeting, demonstrate

effective communication skills
including:

Speaking clearly and concisely

Using non-verbal communication

to assist with understanding

Asking questions to identify

required information

Responding to questions as
required

Using active listening techniques

to confirm understanding

The task meets the following performance evidence

requirements:

To complete the unit requirements safely and effectively,

the individual must:

1. Establish project parameters

1.1 Identify project scope

1.2 Define project stakeholders

1.3 Seek clarification from delegating authority of issues

related to project and project parameters

1.4 Identify responsibilities of relevant stakeholders and

reporting requirements

1.5 Clarify relationship of project to other projects and

to the objectives of the organisation

1.6 Identify availability and access of resources for

undertaking the project

2. Develop project plan

2.1 Identify risks and develop a risk management plan
for project, including Work Health and Safety (WHS)

2.2 Develop project budget and timeframe and seek

approval from relevant stakeholders

2.3 Consult team members and apply their views in

planning the project

2.4 Identify and access appropriate project

management tools

2.5 Develop project plan according to project

parameters and deliverables

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.53
1300 189 154 | Level 2, 341-345 Queen Street, Melbourne VIC 3000 | [Link] | v 2.0
2.6 Finalise project plan and gain necessary approvals
to commence project according to documented
plan
3. Administer and monitor project

3.1 Communicate to project team members their

responsibilities and project requirements

3.2 Establish and maintain required recordkeeping

systems throughout the project

3.3 Implement and monitor plans for managing the

project

3.4 Undertake risk management as required

4. Finalise and review project

4.1 Complete financial recordkeeping associated with
project and confirm according to agreed budget

4.2 Complete project documentation and obtain sign-

offs for concluding project

4.3 Review project outcomes and processes against

the project scope and plan

4.4 Document feedback and suggested improvements

ANIT Australia Pty Ltd t/a Albright Institute of Business and Language | RTO: 45041 | CRICOS: 03553J |P.54
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