Assessment Details
Qualification Code/Title BSB51415 Diploma of Project Management
Assessment Type Assessment -02 (Project) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPMG531 Manage Project Time
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ____________________________
Date: _____/______/__________
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No (Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 2: Conference Schedule Project
Task summary
This assessment task requires you to create a Work Breakdown Structure, a Project Management plan, and a Project Schedule in consultation with your team and to review documents based on team feedback.
Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
• Draft Project Management Plan Template
• Draft Project Schedule Template
• Conference Program
• Place for a meeting
• Roleplay participants
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Email with the following attached:
o Work Breakdown Structure
o Draft Project Management Plan
o Draft Project Schedule
• Email with the following attached:
o Baseline Project Management Plan
o Baseline Draft Project Schedule
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Assessment Task 2 Instructions
Carefully read the following:
Manager Networks is an organisation that provides networking events for business people across Australia. The company runs regular networking events but has now decided to start an annual conference event focussing on an area of business considered to be of key importance. It is hoped that the conference will provide information on cutting edge leadership topics that focus on leadership skills, knowledge and trends.
It should also promote Management Networks, as well as providing professional development for its clients.
As the Administration Manager for Manager Networks, you have been asked by the CEO to develop and implement a project schedule for the conference. Although the CEO has ultimate responsibility for the conference, you will be responsible for the ongoing development of the congress in cooperation with several other staff members, who will use their expertise in different areas to support your project management.
Donna Chisholm, who is the co-ordinator of the Manager Networks’ trainers, will help with contacting and lining up the speakers. She has already drafted a Conference Program, which can be used until the speakers have been finalised.
Dan Streep, the Administration Assistant has had experience with the ground level work required for a conference, and he will help to determine and prepare the venue.
Edith Partridge, the Chief Financial Officer will be in control of the finances of the congress.
Erin O’Donnell, the Manager Networks Marketing Manager, will co-ordinate the marketing material.
The conference will be conducted on 04 October 2020. It will be a one-day event, from 9 am to 4 pm. For the purposes of this assessment task, assume that the date of the project team meeting is 09 April 2020.
The conference style will be formal, with a balance of conference elements to ensure that outcomes are achieved.
Participant target group is managers in all industries. This group will be targeted by email using the Manager Networks data base and publicised through social media such as LinkedIn.
Conference facilities require a centrally located venue that has a conference room that can accommodate up to 150 people. Invited speakers will want to be accommodated nearby, so there will need to be an appropriate hotel in the vicinity.
The venue will also need to be able to provide onsite catering for the meeting attendees.
Budget: projected attendee numbers will be 150 people, and the suggested conference price for participants is $500 plus GST.
Speakers are to receive $400 each for their participation.
Complete the following activities:
1. Write a Work Breakdown Structure (WBS) for the conference.
Develop a WBS with sufficient detail to enable effective planning and control of the project.
The WBS may be in the form of a diagram or a list of activities, but it must contain sufficient detail to enable a Project Schedule to be developed from it.
2. Write a draft Project Management Plan (PMP).
Review the case study information, and research conference project management plans in the internet.
It is not possible for the information you are given on the case study to be exhaustive, so feel free to embellish you plan with tips from projects that you have participated in the past, or examples from the internet. The objective is that you demonstrate that you are capable of logically thinking through the issues involved in the case study situation.
Your PMP must include, as a minimum, the following:
• Project scope
• Milestones and mechanisms to measure, record and report progress of activities
• Roles and responsibilities
• Project stakeholders
• Project communication
• Change management
• Cost management
• Risk management
• Issue management
• Management plan approval process.
Use Project Plan Template to guide your work.
Your draft project management plan should be between 2 and 3 pages.
Print out a copy of this document to take to the project team meeting with you.
3. Write a draft Project Schedule (PS)
Use MS Excel to create a Project Schedule Gantt Chart that covers all of the tasks in your WBS.
For each task, estimate its duration and effort, then work out the sequencing and the dependencies between tasks.
Keep in mind that this will be a draft version only, and the baseline PS can only be established after you have incorporated the input from the rest of the project team.
Use Project Schedule Template to guide your work.
Print out a copy of this document to take to the project team meeting with you.
4. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachments and ask for details of your meeting with the project team.
Attach the following to the email:
• Work Breakdown Structure
• Draft Project Management Plan
• Draft Project Schedule
5. Meet with the project team.
The meeting’s objective is to establish an agreed schedule baseline using contributions from your team members.
Begin the meeting by summarising the information in your Project Management Plan. Encourage discussion about the communication frequency and methods, and change management. You can return to these points at the end of the meeting if no agreement has been established yet.
Then ask each team member for their estimates of each task’s duration and effort, sequencing and the dependencies.
Also ask each team member to estimate the risks involved with them completing their tasks on time, and what provisions should be made to allow for this. This may involve finding alternative activities, or sequencing changes. Encourage all participants to join in the discussions about resource requirements, costs and risks.
Review also the project’s milestones from your PMP with the team and establish agreement on them.
Take notes at the meeting, as you will be required to adjust your documents to include the input from the other team members.
During the meeting, you will be 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
6. Review your Project Management Plan
Include the input from the other project team members to revise the plan, establishing baselines for each item.
7. Send an email to all project team members (your assessor).
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should refer to the recent meeting, then introduce and summarise the contents of the attachments.
It should seek their feedback and approval of the documents, giving them a week to respond.
Attach your baseline PMP to the email.
Assessment Task 2 Checklist
Did the student: Completed successfully Comments
Yes No
Develop a work breakdown structure with sufficient detail to enable effective project planning and control?
Estimate duration and effort, sequence and dependencies of tasks, to achieve project deliverables?
Use project scheduling tools and techniques to identify schedule impact on project time management, resource requirements, costs and risks?
Contribute to achieving an agreed schedule baseline?
Communicate the schedule to stakeholders?
In the plan, include mechanisms to measure, record and report progress of activities according to agreed schedule?
At the 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?
Task Outcome: Satisfactory • Not Satisfactory •
Assessor signature
Assessor name
Date
The End