Table of Contents
Instructions to Learner ............................................................................................................. 4 Assessment instructions .......................................................................................................... 4
Assessment requirements ....................................................................................................... 7
Reasonable Adjustment ............................................................................................................ 8
Assessment Task Coversheet .................................................................................................. 9
Observation/Demonstration ................................................................................................. 10
Third Party Guide ...................................................................................................................... 11
Activities checklist – for assessor ......................................................................................... 12
Activities ...................................................................................................................................... 13 Activity 1A .............................................................................................................................. 13 Activity 1B .............................................................................................................................. 14
Activity 1C .............................................................................................................................. 15 Activity 1D .............................................................................................................................. 16 Activity 1E .............................................................................................................................. 17 Activity 1F .............................................................................................................................. 18
Activity 2A .............................................................................................................................. 19 Activity 2B .............................................................................................................................. 20
Activity 2C .............................................................................................................................. 21 Activity 2D .............................................................................................................................. 22
Activity 2E .............................................................................................................................. 23
Activity 2F .............................................................................................................................. 24 Activity 3A .............................................................................................................................. 25 Activity 3B .............................................................................................................................. 26 Activity 3C .............................................................................................................................. 27 Activity 3D .............................................................................................................................. 28 Activity 3E .............................................................................................................................. 29 Activity 3F .............................................................................................................................. 30 Activity 3G .............................................................................................................................. 31
Activity 4A .............................................................................................................................. 32 Activity 4B .............................................................................................................................. 33
Activity 4C .............................................................................................................................. 34 Activity 5A .............................................................................................................................. 35 Activity 5B .............................................................................................................................. 36
Activity 5C .............................................................................................................................. 37
Summative Assessments ........................................................................................................ 38
Section A: Skills Activity ........................................................................................................ 39 Summative Assessments: Section A checklist ..................................................................... 41
Section B: Knowledge Activity (Q & A) ................................................................................ 42
Summative Assessments: Section B checklist ..................................................................... 44
Workplace Documentation – for learner ............................................................................ 45
Workplace documents checklist ........................................................................................... 45
Case Studies ............................................................................................................................... 46 Case Study A – Project Documentation ............................................................................... 46
Case Study B – Planning and Implementing the Project ................................................... 48
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognised issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during my program of study.
Change in circumstance Date Trainer signature Student signature
Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned to students as ASMI is required to hold assessments for six months after completion for audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work that goes missing in postage between the student and the organisation. Any students wishing to have their original work back after the six-month period should contact the administration office by email admin@asmitraining.edu.au.
Assessment Task Name:
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work-based skill or task
? Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:
? Performing a skill or task that is asked of you ? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation ? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document.
Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Activities
Complete the following activities individually (as applicable to the specific activity and the assessment environment).
Activity 1A
Objective To provide you with an opportunity to identify how to access project scope and other relevant documentation.
1. Give four examples of relevant documentation you could use in defining the parameters of a project.
2. Referring to your current organisation, or an organisation you have previously worked for, identify where you would access project scope or other relevant documentation.
Activity 1B
Objective To provide you with an opportunity to define project stakeholders.
What is a stakeholder? You may define a stakeholder related to your organisation or an organisation you have previously worked for.
Present your answer.
Activity 1C
Objective To provide you with an opportunity to seek clarification from delegating authority of issues related to project and project parameters.
Reflect on a project you have previously been involved in.
Identify one delegating authority within this project that had decision-making capabilities and give an example of an issue they decided on.
Note: if you have no experience to recollect, you may answer this question hypothetically.
Activity 1D
Objective To provide you with an opportunity to identify limits of own responsibility and reporting requirements.
Referring to your current role or a previous one, list three of your responsibilities and give one example of a limit to your responsibilities.
Activity 1E
Objective To provide you with an opportunity to identify how to clarify relationship of project to other projects and to the organisation's objectives.
1. How can you clarify the relationship of your project to other projects? Explain.
2. Drawing on past experience, how do you clarify the relationship of your project to the organisation’s objectives? Explain.
Activity 1F
Objective To provide you with an opportunity to identify how to determine and access available resources to undertake project.
Briefly describe a project you have undertaken, or give an example of a possible project and describe a resource that would help you with this project. Also, state how you could access this resource.
Activity 2A
Objective To provide you with an opportunity to develop a project plan in line with the project parameters.
Create a contents page for a project plan in line with project parameters – include all the main headings you will need to cover.
Activity 2B
Objective To provide you with an opportunity to identify and know how to access appropriate project management tools.
Identify three project management tools; for one of these, explain how and why you would use this.
Activity 2C
Objective To provide you with an opportunity to identify how to formulate risk management plan for project, including Work Health and Safety (WHS).
1. What would a risk management plan include? List three different things.
2. Identify a potential WHS risk in your current or a previous workplace.
Activity 2D
Objective To provide you with an opportunity to describe how to develop and approve project budget.
Describe how you should begin to develop a project budget, including three different techniques you could use to identify project costs.
Activity 2E
Objective To provide you with an opportunity to identify how to consult team members and take their views into account in planning the project.
List two verbal communication and two written communication methods you can use to consult with team members about planning the project.
Activity 2F
Objective To provide you with an opportunity to identify how to finalise project plan and gain necessary approvals to commence project according to documented plan.
List four steps you might need to take to gain approval of the project plan from project authorities.
Activity 3A
Objective To provide you with an opportunity to take action to ensure project team members are clear about their responsibilities and the project requirements.
1. Explain what an organisational chart is and how it can help you to ensure project team members know their responsibilities.
2. Name two other methods you could use to ensure team members are clear about their responsibilities.
Activity 3B
Objective To provide you with an opportunity to identify how to provide support for project team members, especially about specific needs, to ensure that the quality of the expected outcomes of the project and documented timelines are met.
Name three different ways you can support a team and describe one of these in detail.
Activity 3C
Objective To provide you with an opportunity to identify how to establish and maintain required recordkeeping systems throughout the project.
1. Name four different reasons why records need to be kept and maintained.
2. When establishing a recordkeeping system one of the first things to think about is the system requirements. Give two examples of system requirements.
3. How can you determine the scale of the recordkeeping system required? Explain.
Activity 3D
Objective To provide you with an opportunity to identify how to implement and monitor plans for managing project finances, resources, and quality.
Give a brief description of how you would implement and monitor a financial plan.
Activity 3E
Objective To provide you with an opportunity to identify how to complete and forward project reports as required by stakeholders.
Outline how you should complete each of the following aspects of completing a project report, so it is ready to be forwarded to stakeholders:
? Planning and researching
? Report structure
? Proofreading and checking the finished document.
Answers may be presented in bullet point form.
Activity 3F
Objective To provide you with an opportunity to identify how to undertake risk management as required to ensure project outcomes are met.
1. To manage risks, you will need to review risks regularly to maintain the currency of the risk plan and ensure project outcomes are met. Give three examples of risk review processes.
2. Monitoring and controlling project risks should be a cyclical process and should continuously occur. What stages/elements are involved?
Activity 3G
Objective To provide you with an opportunity to identify how to achieve project deliverables.
1. Provide a definition, around one or two paragraphs long, of a project deliverable, and include two different examples.
2. How can you check you have achieved deliverables? Explain .
Activity 4A
Objective To provide you with an opportunity to identify how to complete financial recordkeeping associated with project and check for accuracy.
What specific records do you need to keep relating to the financial aspects of a project? Identify three examples.
Activity 4B
Objective To provide you with an opportunity identify how to ease the transition of staff involved in project to new roles or reassignment to previous roles.
How can you help to ease the transition of staff involved in a project to new roles or reassignment to previous roles?
Present your answer and identify at least two different methods.
Activity 4C
Objective To provide you with an opportunity to identify how to complete project documentation and obtain necessary sign-offs for concluding project.
Refer to Case Study A – Project Documentation (for question 1 only)
1. What fields of information do you need to complete in the three examples?
2. From your own thinking, how would you obtain sign-offs on conclusion of the project?
Activity 5A
Objective To provide you with an opportunity to identify how to review project outcomes and processes against the project scope and plan.
What should your outcomes evaluation state? Identify three answers.
Activity 5B
Objective To provide you with an opportunity to identify how to involve team members in the project review.
How can you involve team members in the project review? Present your answer, and identify two different methods.
Activity 5C
Objective To provide you with an opportunity to identify how to document lessons learned from the project and report within the organisation.
How can you document lessons learned and what particular areas might you focus on? Within your answer, think about questions you can ask yourself.
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate your knowledge of the following foundation skills:
? Reading
? Writing
? Numeracy
? Oral communication
? Navigate the world of work ? Interact with others ? Get the work done.
1. Refer to Case Study B – Planning and Implementing the Project
Describe how you would perform the following when undertaking the project work (this is in relation to defining, developing, administering and monitoring project work):
? Reading, evaluating and critiquing ideas and information
? Constructing plans, reports and recommendations
? Establishing and maintaining records
? Using numeracy to prepare and communicate budgets and financial information
? Speaking with others using appropriate communication skills
? Following organisational and legal workplace requirements
? Interacting with others appropriately to collaborate and engage with stakeholders
? Planning and managing projects with potentially competing demands
? Analysing and evaluating information and options to make informed decisions
? Using digital technologies and applications.
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Give examples of project management tools and how they contribute to a project
? Outline types of documents and other sources of information commonly used in defining the parameters of a project
? Explain processes for identifying and managing risk in a project
? Outline the organisation's mission, goals, objectives and operations and how the project relates to them
? Explain the organisation's procedures and processes that are relevant to managing a project
? Outline the legislative and regulatory context of the organisation in relation to project work, including work health and safety (WHS) requirements.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently.
1. Give two examples of project management tools and how they contribute to a project.
2. Outline types of documents and other sources of information commonly used in defining the parameters of a project.
3. Explain processes for identifying and managing risk in a project.
4. Outline how an organisation's mission, goals, objectives and operations relate to the project.
5. Explain an organisation's procedures and processes that relate to managing a project, this should include:
? Lines of authority and approvals
? Quality assurance
? Human resources
? Budgets and finance
? Recordkeeping ? Reporting.
6. What are the project work health and safety requirements that apply to your area of project work?
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
If not originals, have the originals been validated or checked? Yes No
Learner’s signature
Assessor’s signature
Case Studies
Case Study A – Project Documentation
Examples of project documentation.
Issue list:
Date logged Issue and issue description Comments Priority level Date complete Owner
10/06/2018 Delay with technical build of computer system I.T. company are waiting for
components to be received High A.
Manager
Project change log:
Owner Change Date required Impact on the project Change
to schedule Resource needs Approved (yes/no)
1 A. M. Technical upgrade to include two new pieces of hardware 30/06/2018 Delays to technical build None I.T.
department
to liaise with I.T.
company yes
2
3
Task list:
Task Start date End date Days so far Days left
Train staff to use new computer system 01/07/2018 15/08/2018 20 26

Case Study B – Planning and Implementing the Project
Organisation X is expanding its wood manufacturing business; as a consequence, a new client contract to supply a large, regular order of wood units and surfaces for kitchens, has been achieved. This is a year’s contract for the organisation. This will help the organisation to raise its profile and to win future new business.
The organisation must project manage the set-up and supply of units and surfaces, so the client receives the amounts and orders as required.
Project management
The project will involve setting up a team to manage the client’s work; this will be a client contact (to liaise with the client), an administrative person (to administer the orders and billing), and a production manager (to coordinate orders and supply schedules). The production manager will also need to work closely with the manufacturing department to monitor the production of goods.
The team needs to be put in place, along with a fully resourced work area to allow them to work together. The manager of Organisation X needs to be kept informed about the how work is planned and managed; they will need to be involved in making decisions on resource management, costs and work output.
The project manager will need to oversee how work is planned and implemented; they must liaise with all stakeholders and with the client (when it is needed). They will need to keep accurate records of the project, working with the team to ensure records of work and correspondences are maintained throughout the contract with the client. The project manager must report regularly to the manager of Organisation X through a combination of spoken and written reports.
Responsibilities are:
? Project manager – overall responsibility for setting up and ensuring the client receives their orders to the standards that are expected; they must liaise with the team and report on project progress to the organisation’s manager
? The manager of Organisation X – they will need to make decisions on costs to manage the client contract, including resources, staffing and client actions
? The work team – responsibilities are individual (as mentioned above) and also to carry out their work to organisational expectations and standards
? The client – to liaise with the client contact on ongoing work orders, ensuring that timeframes for order fulfilment are adhered to, and contractual agreements are met.
Resources include office equipment (including computers, technologies and office furniture) and additional machinery/equipment for the manufacturing department to produce the units and surfaces to the required amounts.
Project planning
The project manager must work with the client, manager and work team to plan how work will be conducted.
Planning includes:
? Deliverables (how orders will be supplied, including processes and timeframes)
? Work breakdown (the recognition of individual tasks and set processes, such as manufacturing units)
? Budget and allocation of resources (how costings are worked out and the management of resources to fulfil the contract)
? Timelines (manufacturing processes, order and supply times, etc.)
? Risk management (identifying and controlling the risks to operations)
? Recordkeeping and reporting (to maintain legal reporting obligations and to document client/organisation agreements and communications).
The project manager will liaise and negotiate contractual agreements with the client, alongside the organisation’s manager. Once this is in place, the project manager will communicate on a less frequent basis to primarily maintain the client-organisation relationship.
The client contact will be responsible for communicating with the client during the contract period to manage the client’s needs.
Project completion
Once the contract has come to an end, the project manager must ensure that final records of the project and the work that has been done is completed. This will include documentation of work orders, invoicing, income, resource use (including staffing), client agreements, and correspondences. They may need to work with the team to ensure that records are accurate and complete in content.
There will be a need to document the end of the project, and it will be necessary to obtain a final sign-off from the client to evidence contractual fulfilment. Organisation X’s manager will also require a full report of the project to assess the operation and to determine successes and any failures. This ensures that a full review of the project can take place and that future work will benefit from the experience.
The work team will need to be supported as they transition back to their previous work roles or on to new roles or work projects. Some staff may need training or instruction to become fully competent in their change of roles. All staff will need to be met with so that discussions can take place and the correct support is identified and given.