Assessment Details
Qualification Code/Title BSB51415 Diploma of Project Management
Assessment Type Assessment -03 (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 3: Project (Part A and B)
There are 2 parts in this assessment. You need to complete both Part A & B successfully.
PART A: Review project time management and implement changes
Task summary
In this assessment task, you will need to assess the project’s progress, and estimate variances to the baseline. you must then develop and implement actions that will keep the project on schedule.
Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Email with project report attached
• Email with revised project schedule attached
PART B: Project time management evaluation
Task summary
In this assessment task, you will need to review and evaluate how well your project management plan and project schedule served Manager Networks during the planning phase of their conference. A report will be written and sent to the company’s CEO, as stipulated in the PMP.
This assessment is to be completed in the simulated work environment in the RTO.
Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
Timing
Your assessor will advise you of the due date of these submissions.
Submit
• Email with project evaluation report attached
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 3 Instructions
Part A
Carefully read the following:
It is now May 14th, just over one month since the initial project team meeting.
As the project team members are busy on other projects, some of them interstate, meetings have been sporadic rather than regular. Regular email exchanges with the team members, however, have shown that all of the activities have been progressing as scheduled. Today was the first time that the group has met all together. As you asked each team member to give their progress, you were told the following:
• Donna Chisholm reported that she has only received confirmation from two of the speakers. She has tried telephoning them but hasn’t been able to speak to the other two yet. Donna asked for another two weeks, by when she assures you, she will have speaker confirmations and topics finalised.
• Dan Streep booked the Park Royal yesterday after assessing the quotes received and discussing the choice with Edith Partridge. Unfortunately, he received a most apologetic telephone call this morning to tell him that the Park Royal’s Managing Director had already assured a pharmaceutical company that they could book the venue for the whole week-end, including the Friday. Dan will go back to the list of quotes and discuss a new choice with Edith Partridge later that day.
• Erin O’Donnell, the Manager Networks Marketing Manager, is still waiting on the speakers, topics and venue before he can put the promotional material together. He has spoken to the printers, and they are still expecting to receive the brochure soon, so they can be printed in time.
Complete the following activities:
1. Write a report on the project’s progress.
Your report should include the following:
• Review of milestone and communication requirements from your Project Management Plan
• Review of feedback from project team members on milestone achievements.
• Review of how the progress of activities measures up to the agreed schedule.
• Forecast the impact of any changes to the baseline Project Schedule
• Identify any baseline Project Schedule variance(s)
• Your responses to the changes, and how these will maintain the project objectives
Use the Project Report Template to guide your work.
2. Review and alter the Project Schedule.
Change the Project Schedule to reflect the changes approved by the CEO.
Save this chart as Revised Project Schedule.
3. 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 set out the changes to the baseline Project Schedule that you have discussed with the CEO.
Each team member should be made aware of changes to the tasks that they must complete, and by when they should be completed.
Attach your project report and revised project schedule to the email.
Part B
Carefully read the following:
The congress took place four weeks ago, and it was a great success. All tickets were sold out three weeks prior to the conference beginning, and it generated a profit for Manager Networks of 25% of income through ticket sales, as projected.
Due to your early intervention, new speakers were identified and contacted within days, and the marketing material could be delivered only one week later than the baseline project schedule.
1. Write a project management evaluation report.
This should include a review of the project’s scheduling and recommend improvements for the future.
The report should be about one-page long.
The report should include, as a minimum:
• A review of the Project Schedule to determine the effectiveness of the project team’s time management activities.
• Identify time management issues that arose, and recommend improvements that could be made in the future
• Positive aspects of the Project Schedule, and how these helped ensure that its objectives were realised.
2. 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 attachment, pointing out that the report has been written and sent as part of the communication items set out in the Project Management Plan.

Attach your project management evaluation report to the email.
Assessment Task 3 Checklist
Did the student: Completed successfully Comments
Yes No
Part A
Implement mechanisms to measure, record and report progress of activities according to agreed schedule?
Conduct ongoing analysis to identify baseline variance?
Analyse and forecast impact of changes to the schedule?
Review progress throughout project life cycle and implement agreed schedule changes?
Develop responses to schedule changes and implement them to maintain project objectives?
Part B
Review schedule performance records to determine effectiveness of time management activities?
Identify and document time management issues and recommend improvements?
Task Outcome: Satisfactory • Not Satisfactory •
Assessor signature
Assessor name
Date
The End