BSBPMG530 Assessment Tas 2

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Outlines the processes for authorising the project, including:

· Yes

· No

· Preparation of cost estimate and its procedures

· Yes

· No

· Obtaining the required levels of approvals and its procedures

· Yes

· No

· How project authorization is formalised, including:

· Yes

· No

· The authorising document/s required:

· Assessor to tick all that apply to the project:

· Letter of intent

· Purchase order

· Contract

· Work authorization form

· Project charter

· Others: Assessor to specify

· Yes

· No

· Procedures for how these documents are to be circulated among the project stakeholders authorising the project.

· Yes

· No

· Procedures for how these documents are to be stored and maintained.

· Yes

· No

· Identifies the stakeholder/s who will authorise the project, including:

· Yes

· No

· Names of these stakeholders.

· Yes

· No

· Roles of these stakeholders, e.g. their title/designation

· Yes

· No

· Description of these stakeholders’ authority to approve the commencement of the project, including the authority to propose, fund, and commit to the project.

· Yes

· No

· The varying levels of authority that these stakeholders have, i.e. which aspects of the project they may authorise, e.g. funding or a specific stage in the project.

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

· The submission follows the appropriate template for documenting procedures.

· Assessor to specify template/form used for the submission: e.g. procedures template.

· Yes

· No

· The submission uses their organisation’s style of writing authorization procedures.

· Yes

· No

· Uses language appropriate to the context.

· Yes

· No

· The submission uses project management terminology, e.g. change request, project scope, project scope creep, project initiation, etc.

· Yes

· No

· The submission uses plain English, as appropriate to the audience.

· Yes

· No

· The submission uses imperative sentences as appropriate to a procedural document.

· Yes

· No

· The submission uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when writing documents for an audience comprised of WHS personnel.

· Yes

· No

· The submission avoids the use of verbose and convoluted language.

· Yes

· No

· Detailed evidences attached

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Documents the project purpose or justification for the project.

· Yes

· No

· The project charter explains the reason for undertaking this project.

· The reason is the justification for undertaking the project.

· The reason is the justification for undertaking the project.

· Yes

· No

· The project charter explains the purpose for undertaking this project.The purpose answers the question: ‘What this project will achieve/address?’

· Yes

· No

· Documents the measurable project objectives.

· Yes

· No

i. The desired results of the project are described, e.g. a product or an implementation of something, etc.

· Yes

· No

ii. The desired results are specific.

· Yes

· No

iii. The desired results are measurable, e.g. stated in percentage or number.

e.g.

“Produce x no. of products within x period of time.”

“Receive a positive response from n% of x no. of respondents.”

· Yes

· No

· Documents the high-level requirements of the project.

· Yes

· No

i. Business requirements are stated in the project charter, i.e. what business need will this project address.

· Yes

· No

ii. Technical requirements are stated in the project charter, i.e. solutions for how each project requirement will be addressed.

· Yes

· No

· Documents the project purpose or justification for the project.

· Yes

· No

· The project charter explains the reason for undertaking this project.

· The reason is the justification for undertaking the project.

· Yes

· No

· The project charter explains the purpose for undertaking this project.The purpose answers the question: ‘What this project will achieve/address?’

· Yes

· No

· Documents the measurable project objectives.

· Yes

· No

i. The desired results of the project are described, e.g. a product or an implementation of something, etc.

· Yes

· No

ii. The desired results are specific.

· Yes

· No

iii. The desired results are measurable, e.g. stated in percentage or number.

e.g.

“Produce x no. of products within x period of time.”

“Receive a positive response from n% of x no. of respondents.”

· Documents the high-level requirements of the project.

· Yes

· No

i. Business requirements are stated in the project charter, i.e. what business need will this project address.

· Yes

· No

ii. Technical requirements are stated in the project charter, i.e. solutions for how each project requirement will be addressed.

· Yes

· No

· Documents the assumptions and constraints of the project.

· Yes

· No

· Detailed evidences attached

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

1. The candidate discusses the project charter they developed in Task 1.3.1.

· Yes

· No

i. The candidate walks the project stakeholder/s through the information recorded in the project charter.

· Yes

· No

ii. The candidate addresses any questions the project stakeholder/s have on the project charter.

· Yes

· No

2. The candidate records feedback from stakeholders on the project charter they developed.

· Yes

· No

3. The candidate records revisions required in the project charter they developed.

· Yes

· No

4. The candidate confirms the project charter they developed is correct, considering feedback and revisions noted in this meeting.

· Yes

· No

5. The candidate confirms the project is authorised to commence.

· Yes

· No

i. The candidate asks the project stakeholder/s for their approval on the project charter.

· Yes

· No

ii. The candidate asks the project stakeholder/s to sign-off on the project charter.

· Yes

· No

6. When relaying information about the project charter they developed, the candidate:

· Yes

· No

i. uses plain English, as appropriate to the audience.

· Yes

· No

ii. uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when talking to an audience comprised of WHS personnel.

· Yes

· No

iii. avoids the use of verbose and convoluted language.

· Yes

· No

7. The candidate uses appropriate non-verbal features, including:

· Yes

· No

i. Maintaining appropriate eye contact with whom they are addressing during the meeting.

· Yes

· No

ii. Using well-modulated voice when talking, i.e. not too loud and not too soft.

· Yes

· No

iii. Supplementing what they are saying with appropriate hand gestures.

· Yes

· No

iv. Observing proper posture and body movement (not slouching or not moving around too much that it becomes distracting)

· Yes

· No

8. The candidate uses active listening to elicit the views and opinions of others:

· Yes

· No

i. Paraphrasing

· Yes

· No

ii. Summarising

· Yes

· No

iii. Non-verbal cues, such as extending a hand to prompt the speaker to elaborate more on points raised.

· Yes

· No

The candidate uses questioning techniques to elicit the views and opinions of others, including:

· Yes

· No

i. Open-ended questions, e.g. What do you think? How do you feel about this?

· Yes

· No

ii. Probing questions, e.g. you mentioned earlier, can you please elaborate on that?

· Yes

· No

· Detailed evidences attached

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Identifies the stakeholders and their information, including:

· Yes

· No

i. Name

· Yes

· No

ii. Organisational position

· Yes

· No

iii. Location

· Yes

· No

iv. Role in the project

· Yes

· No

v. Contact information

· Yes

· No

vi. Stakeholder classification, e.g. internal/external, supporter/neutral/resistor, etc.

· Yes

· No

· Details their analysis of each stakeholder, including:

· Yes

· No

i. Requirements of each stakeholder

· Yes

· No

ii. Main expectations

· Yes

· No

iii. Potential influence in the project

· Yes

· No

iv. Phase in which they have the most interest.

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

i. The submission follows the appropriate template for documenting the Stakeholder Register.

Assessor to specify template/form used for the submission: e.g. Stakeholder Register template

· Yes

· No

ii. The submission uses their organisation’s style of documenting the Stakeholder Register.

· Yes

· No

· Uses language appropriate to the context.

· Yes

· No

i. The submission uses project management terminology, e.g. project stakeholder, client, sponsor, internal, external, stakeholder requirement, interests, etc.

· Yes

· No

ii. The submission uses plain English, as appropriate to the audience.

· Yes

· No

iii. The submission uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when writing documents for an audience comprised of WHS personnel.

· Yes

· No

· The submission avoids the use of verbose and convoluted language.

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Identifies the members of the project team.

· Yes

· No

· Lists the project tasks.

· Yes

· No

· Indicates the type of involvement each member has in each project task, including:

· Yes

· No

i. Which tasks they are responsible for.

· Yes

· No

ii. Which tasks they are accountable for.

· Yes

· No

iii. Which tasks they are consulted on.

· Yes

· No

iv. Which tasks they need to be informed of.

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

v. The submission follows the appropriate template for documenting the RACI matrix.

vi. Assessor to specify template/form used for the submission: e.g. RACI Matrix template

· Yes

· No

vii. The submission uses their organisation’s style of documenting the RACI Matrices.

· Yes

· No

· Uses language appropriate to the context.

· Yes

· No

viii. The submission uses project management terminology (as appropriate to the RACI matrix document), e.g. responsible, accountable, consult, inform, project team member, etc.

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· The candidate discusses the stakeholder register with the project stakeholders in the meeting.

· Yes

· No

i. The candidate walks the project stakeholder/s through the information recorded in the stakeholder register.

· Yes

· No

ii. The candidate addresses any questions the project stakeholder/s have on the stakeholder register.

· Yes

· No

iii. The candidate records feedback from stakeholders on the stakeholder register they developed.

· Yes

· No

iv. The candidate records revisions required in the stakeholder register they developed.

· Yes

· No

v. The candidate confirms with the project stakeholders that the information recorded on the stakeholder register is correct, given the feedback/any revisions required provided by the project stakeholders in the meeting.

· Yes

· No

· The candidate discusses the RACI Matrix with the project stakeholders in the meeting.

· Yes

· No

· The candidate walks the project stakeholder/s through the information recorded in the RACI Matrix

· Yes

· No

i. The candidate addresses any questions the project stakeholder/s have on the RACI Matrix.

· Yes

· No

ii. The candidate records feedback from stakeholders on the RACI Matrix they developed.

· Yes

· No

iii. The candidate records revisions required in the stakeholder register they developed.

· Yes

· No

iv. The candidate confirms with the project stakeholders that the information recorded on the RACI Matrix is correct, given the feedback/any revisions required provided by the project stakeholders in the meeting.

· Yes

· No

· When relaying information about the stakeholder register and RACI matrix they developed, the candidate:

· Yes

· No

i. Uses plain English, as appropriate to the audience.

· Yes

· No

ii. Uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when talking to an audience comprised of WHS personnel.

· Yes

· No

iii. avoids the use of verbose and convoluted language.

· Yes

· No

· The candidate uses appropriate non-verbal features, including:

· Yes

· No

i. Maintaining appropriate eye contact with whom they are addressing during the meeting.

· Yes

· No

· During the meeting with the project stakeholders:

· Yes

· No

i. Using well-modulated voice when talking, i.e. not too loud and not too soft.

· Yes

· No

ii. Supplementing what they are saying with appropriate hand gestures.

· Yes

· No

iii. Observing proper posture and body movement (not slouching or not moving around too much that it becomes distracting)

· Yes

· No

· The candidate uses active listening to elicit the views and opinions of others:

· Yes

· No

i. Paraphrasing

· Yes

· No

ii. Summarising

· Yes

· No

iii. Non-verbal cues, such as extending a hand to prompt the speaker to elaborate more on points raised.

· Yes

· No

· The candidate uses questioning techniques to elicit the views and opinions of others, including:

· Yes

· No

i. Open-ended questions, e.g. What do you think? How do you feel about this?

· Yes

· No

ii. Probing questions, e.g. you mentioned earlier, can you please elaborate on that?

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· The candidate works with the project stakeholders to identify the project boundaries.

· Yes

· No

i. The candidate discusses the project goals with the project stakeholders, including:

· Yes

· No

a. The overall extent of the project.

· Yes

· No

b. The overall duration of the project.

· Yes

· No

ii. The candidate discusses the phases of the project with the project stakeholders.

· Yes

· No

iii. The candidate discusses the functions of the project deliverables with the project stakeholders.

E.g. Functions of the product/service being developed as part of the project, etc..

· Yes

· No

· The candidate discusses the features of the project deliverables with the project stakeholders.

· E.g. Features of the product/service being developed as part of the project, etc..

· Yes

· No

· The candidate facilitates the negotiation of the project boundaries.

· (This practical skill must be demonstrated in the context of conflicting requirements/needs among project stakeholders, e.g. a project stakeholder requiring the team to work on very tight deadlines, a project stakeholder requiring complex functions and features at low rates, etc.)

· Yes

· No

i. The candidate clarifies the objective of the negotiation between the two parties.

· Yes

· No

ii. The candidate presents logical points for consideration in the discussion.

· Yes

· No

iii. The candidate settles an agreement regarding project boundaries between the two parties.

· Yes

· No

iv. The candidate documents the agreement or resolution in the meeting minutes or similar document.

· Yes

· No

· The candidate establishes a shared understanding of the desired project outcomes.

· Yes

· No

i. The candidate summarises the points regarding the desired project outcomes.

· Yes

· No

ii. The candidate asks the project stakeholders if they have any questions regarding the desired project outcomes discussed.

· Yes

· No

iii. The candidate addresses queries from project stakeholders regarding the desired project outcomes.

· YES

· NO

· The candidate establishes measurable project benefits.

· Yes

· No

i. The candidate discusses the revenue the output of the project will potentially bring.

· Yes

· No

a. Revenue is expressed in numerical figures.

· Yes

· No

ii. The candidate discusses the costs reductions the output of the project will potentially bring.

· Yes

· No

a. Cost reductions are expressed in numerical figures.

· Yes

· No

· The candidate establishes measurable project outcomes.

· Yes

· No

i. The candidate discusses when the project will take:

e.g. “Project will be completed in four months.”

· Yes

· No

ii. The candidate discusses the cost to implement the project

e.g. “Project will be completed with a budget of $$$.”

· Yes

· No

iii. The candidate discusses the quality requirements and standards the project deliverables will meet/address.

· Yes

· No

· The candidate establishes measurable project outputs.

· Yes

· No

i. The candidate discusses what the project will produce.

· Yes

· No

a. The number of units the project will produce.

· Yes

· No

b. The specifications of the project deliverables.

· Yes

· No

· When relaying information relevant to the initiating process meeting, the candidate:

· Yes

· No

iv. uses plain English, as appropriate to the audience.

· Yes

· No

v. uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when talking to an audience comprised of WHS personnel.

· Yes

· No

vi. avoids the use of verbose and convoluted language.

· Yes

· No

· The candidate uses appropriate non-verbal features, including:

· Yes

· No

v. Maintaining appropriate eye contact with whom they are addressing during the meeting.

· Yes

· No

vi. Using well-modulated voice when talking, i.e. not too loud and not too soft.

· Yes

· No

vii. Supplementing what they are saying with appropriate hand gestures.

· Yes

· No

viii. Observing proper posture and body movement (not slouching or not moving around too much that it becomes distracting)

· Yes

· No

· The candidate uses active listening to elicit the views and opinions of others:

· Yes

· No

iv. Paraphrasing

· Yes

· No

v. Summarising

· Yes

· No

vi. Non-verbal cues, such as extending a hand to prompt the speaker to elaborate more on points raised.

· Yes

· No

· The candidate uses questioning techniques to elicit the views and opinions of others, including:

· Yes

· No

iii. Open-ended questions, e.g. What do you think? How do you feel about this?

· Yes

· No

iv. Probing questions, e.g. you mentioned earlier, can you please elaborate on that?

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Documents the project objectives.

· Yes

· No

i. Describes the high-level goals of the project

· Yes

· No

ii. Explains how the goals relate to overall business objectives

· Yes

· No

iii. Includes measurable success criteria

· Yes

· No

iv. Cost targets list an absolute or relative value.

· Yes

· No

v. Scheduling targets list an absolute or relative value.

· Yes

· No

vi. Quality targets list an absolute or relative value.

· Yes

· No

· Records the product/service scope description.

· Yes

· No

i. Provides an in-depth description of the product/service defined in the:

· Yes

· No

a. project charter

· Yes

· No

b. project requirements documentation

· Yes

· No

· Lists the acceptance criteria for the project deliverables

· Yes

· No

i. Specifies the standards which the acceptance of the deliverables is based on.

· Yes

· No

· Itemises the deliverables of the project.

· Yes

· No

· Lists all project tasks to be completed.

· Yes

· No

i. The project tasks listed are consistent with the project deliverables listed.

· Yes

· No

· Documents the project exclusions.

· Yes

· No

i. Lists deliverables that are not considered outputs of the project.

· Yes

· No

ii. Lists project tasks that are not part of the project.

· Yes

· No

· Documents the project assumptions

· Yes

· No

i. Records factors that are considered to be true, real, or certain.

· Yes

· No

ii. Potential impacts for each of these factors are described.

· Yes

· No

· Documents the project constraints, including:

· Yes

· No

i. Project Start

· Yes

· No

ii. Project End

· Yes

· No

iii. Hard Deadlines

· Yes

· No

iv. Budget constraints

· Yes

· No

v. Quality or performance constraints

· Yes

· No

vi. Equipment/Personnel Constraints

· Yes

· No

vii. Regulatory Constraints

· Yes

· No

· Indicates the total hours estimated to complete the project.

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

i. The submission follows the appropriate template for documenting the Project Scope Statement.

ii. Assessor to specify template/form used for the submission: e.g. Project Scope Statement template.

· Yes

· No

iii. The submission uses their organisation’s style of documenting the project scope statement.

· Yes

· No

· Uses language appropriate to the context.

· Yes

· No

i. The submission uses project management terminology, e.g. change request, project scope, project scope creep, project initiation, project phases, etc.

· Yes

· No

ii. The submission uses plain English, as appropriate to the audience.

· Yes

· No

iii. The submission uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when writing documents for an audience comprised of WHS personnel.

· Yes

· No

iv. The submission avoids the use of verbose and convoluted language.

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Describes how the scope will be:

· Yes

· No

i. the scope management plan includes a process for preparing a detailed project scope statement.

· Yes

· No

· developed

· Yes

· No

i. the scope management plan includes a process for how the Work Breakdown Structure (WBS) will be created from the detailed project scope statement.

· Yes

· No

· monitored

· Yes

· No

i. the scope management plan includes a process for maintaining the WBS.

· Yes

· No

ii. the scope management plan includes a process for approving the WBS.

· Yes

· No

· controlled

· Yes

· No

i. The scope management plan includes a process of how changes to scope will be processed.

· Yes

· No

· verified

· Yes

· No

i. the scope management plan includes a process for how the project deliverables are formally accepted/obtained

· Yes

· No

· Is accurate, i.e. information recorded in this plan is consistent with:

· (The assessor to list below the supplementary project documents the candidate submitted along with their scope management plan).

· Yes

· No

i. e.g. project management plan

· Yes

· No

ii. e.g. project charter

· Yes

· No

iii. e.g. documents containing information about enterprise environmental factors

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

i. The submission follows the appropriate template for documenting the Scope Management Plan.

ii. Assessor to specify template/form used for the submission: e.g. Scope Management Plan template

· Yes

· No

iii. The submission uses their organisation’s style of documenting the Scope Management Plan.

· Yes

· No

· Uses language appropriate to the context.

· Yes

· No

i. The submission uses project management terminology, e.g. change request, project scope, project scope creep, project initiation, project phases, etc.

· Yes

· No

ii. The submission uses plain English, as appropriate to the audience.

· Yes

· No

iii. The submission uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when writing documents for an audience comprised of WHS personnel.

· Yes

· No

iv. The submission avoids the use of verbose and convoluted language.

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Student Assessment Criteria

Assessor to tick the appropriate box

Assessor to tick the appropriate box

Section 1

Section 2

Communication | Is the learner able to:

· Communicate clearly with others

· Ask for help when needed

· Follow instructions

· Identify the task requirements including document purpose and proposed audience

· Consult with others to determine meeting concepts and requirements

· Clarify task requirements with supervisor (assessor) as required

· Yes

· No

Safety | Is the learner able to:

· Work safely at all times

· Ensure your actions do not put the safety of yourself or others at risk

· Yes

· No

Section 3

Assessor to tick the appropriate document completed by the student.

Did the student:

· Identifies the variances to the scope in relation to the project’s established time constraints, including:

· Yes

· No

I. Causes to these variances.

· Yes

· No

II. Variances must be expressed in numerical figures

e.g.

· project has exceeded time initially estimated by 50%.

· Project completion was ahead by three days.

· Yes

· No

a) Where these numbers are extracted must be explained by the candidate.

· Yes

· No

b) Project documents used as bases for these numbers must be refreneced, e.g. Gantt Charts, etc.

· Yes

· No

I. The reasoning behind the action taken to control these variances.

· Yes

· No

II. Recommendations to address these variances in future projects

· Yes

· No

· Identifies the variances to the scope in relation to the project’s established cost constraints.

· Yes

· No

I. Causes to these variances.

· Yes

· No

II. The reasoning behind the action taken to control these variances.

· Yes

· No

III. Recommendations to address these variances in future projects

· Yes

· No

· Identifies the variances to the scope in relation to the project’s established quality constraints.

· Yes

· No

I. Causes to these variances.

· Yes

· No

II. The reasoning behind the action taken to control these variances.

· Yes

· No

III. Recommendations to address these variances in future projects

· Yes

· No

· Uses format appropriate to the context.

· Yes

· No

I. The submission follows the appropriate template for documenting Lessons Learned.

II. Assessor to specify template/form used for the submission: e.g. Lessons Learned Document Template

· Yes

· No

III. The submission uses their organisation’s style of documenting the lessons learned.

· Yes

· No

· Uses language appropriate to the context

· Yes

· No

I. The submission uses project management terminology, e.g. change request, project scope, project scope creep, project initiation, project phases, etc.

· Yes

· No

II. The submission uses plain English, as appropriate to the audience.

· Yes

· No

III. The submission uses industry-accepted terminology as appropriate to the audience, e.g. using work health and safety terminology when writing documents for an audience comprised of WHS personnel.

· Yes

· No

IV. The submission avoids the use of verbose and convoluted language.

· Yes

· No

· Assessor’s feedback:

· Student outcome:

· S

· NS

· Assessor Name and Signature:

· Date:

Final Assessment Record

Student name:

Student ID:

Assessor name:

Date of completion:

Unit of competency:

BSBPMG530 - MANAGE PROJECT SCOPE

Assessments

Student results

Satisfactory

Not Yet Satisfactory

Not Submitted

Assessment Task 1: Knowledge Test

|_|

|_|

|_|

Assessment Task 2: Project

|_|

|_|

|_|

Comments/ Feedback:

Unit outcome:

|_| Competent |_| Not Yet Competent

Is re-assessment required?

|_| Yes |_| No

Assessor Signoff

By signing this final assessment record:

· I confirm that the student has attempted all requirements of this unit of competency

· I am satisfied the work submitted is their own work. 

· I have informed the participant of the assessment decision.  

Assessor signature:

Date:

Student Signoff

By signing this final assessment record:

· I have received, discussed and accept the outcome from my assessment as above for this unit of competency and I am aware of my right to appeal.

Student signature:

Date:

Appendix

Project Name:

Prepared by:

Date:

Lesson Learned Number:

Lesson Learned Proposed Name:

Project Team Role:

Process Group:*

· Initiating

· Planning

· Executing

· Controlling

· Closing

Specific Project Management Process Being Used:

Specific Practice, Tool or Technique Being Used:

What was the action undertaken?

What was the result?

What might have been a more preferred result?

What might have created the more preferred result?

What is the specific Lesson Learned?

How could one identify a similar situation in the future?

What behaviour is recommended for the future?

Where and how can this knowledge be used later in this current project?

Where and how can this knowledge be used in a future project?

Who should be informed about this Lesson Learned? (check one)

· Executive(s)

· Project Manager(s)

· Project Team(s)

· All Staff

· Other:

How should this Lesson Learned be disseminated? (check all that apply)

· E-mail

· Intranet/Web site

· Intranet/Web site

· Tip Sheet/FAQ

· Library

Other:

Have you attached reference(s), example(s) and/or additional material(s)? YES NO

Name(s) of attachment(s):

1.

2.

Meeting called

Date of meeting

Time of meeting

Location of meeting

Facilitator

Note-taker

Attendees

Discussion point 1

Discussion point 2

Discussion point 3

Discussion point 1

Discussion point 2

Discussion point 3

Discussion point 1

Discussion point 2

Discussion point 3

Discussion point 1

Discussion point 2

Discussion point 3

Discussion point 1

Discussion point 2

Discussion point 3

Action Item

Assigned

Due Date

Project Specifics

Project sponsor

Name of person or organisation receiving the benefits or funding the project

Project manager

Name of the person heading the project

Project organisation

Name of the organisation performing the project

Author

Name of person responsible for preparing this project charter

Version No.

Date Published

Project authority to proceed

Project sponsor

Name

Name of person or organisation receiving the benefits or funding the project

Signature

Signature of the project sponsor

Date

Date signed

Project manager

Name

Name of person or organisation receiving the benefits or funding the project

Signature

Signature of the project sponsor

Date

Date signed

Details

Background

The background investigates the reason why the project is being conducted. It should highlight the need or opportunity for which the project is to realise. Where possible, the inclusion of feasibility studies, baseline data, statistics etc. will strengthen this section.

Project objective

The project should have a singular, high level, measurable objective based upon the deliverable. The objective can be broken further into linking sub-objectives where applicable. This section can be strengthened by:

· the appropriate alignment of the Project’s objective to those of the Client’s and Project Organisations

· the use of the SMART objective setting principle

· the incorporation of Key Success Factors (KSF) outlining criteria essential to the project’s success

Project scope statement

A qualitative summary of the project’s scope conducted at a high-level. The statement is descriptive and is not written at a granular level.

Project inclusions

List what work is included in the project

Project exclusions

List what work is not included in the project

Project deliverables

List the specifics of the deliverables. Deliverables include both the outputs that comprise the product or service of the project, as well as any ancillary results, such as project management reports and documentation. This section can be strengthened by listing the specific, measurable criteria and functionality of the solution.

Milestones

Due date

Event

Expected realisation date

Event

Expected realisation date

Event

Expected realisation date

Event

Expected realisation date

Event

Expected realisation date

Event

Expected realisation date

Project budget

The approved estimate for the project

Project item/phase

Estimated cost

Item

Estimated cost

Item

Estimated cost

Item

Estimated cost

Item

Estimated cost

Item

Estimated cost

Total Cost

$$

Project constraints

List the factors which can limit the project. This section can be strengthened with the inclusion of:

· the degree of flexibility of each constraint

· how the project manager will prioritise these when making project decisions

Benefits

List the benefits which the project aims to deliver to the Client Organisation. This should include translating the deliverables of the project into quantifiable benefits for the client.

Assumptions

List any assumptions which have been made by either party. This section can be strengthened by incorporating the risk level and assigning a resource and review date for each assumption.

Major risks

This section should include the major risks of undertaking the project. This section can be strengthened through an analysis of:

· Risks involved with not undertaking the project

· Opportunities (positive risks)

· A quantitative risk assessment

· Risks that are supported through research and statistics

Dependencies

These are other activities, the results of which can affect the current project

Team members and stakeholders

Team members

Core team member

Role

Name of core team member

role

Name of core team member

role

Name of core team member

role

Name of core team member

role

Stakeholders

Key stakeholder

Role

Name of key stakeholder

role

Name of key stakeholder

role

Name of key stakeholder

role

Name of key stakeholder

role

Other documents

Business Case

Attach link of the business case here

Feasibility Study

Attach link of feasibility study here

Contracts

Attach link of contracts here

Others

Attach link of other important documents here

Attach link of other important documents here

Attach link of other important documents here

History

Previous versions of the project charter

Project name:

Prepared by:

Date:

Project Objectives

Describe the high-level goals of the project and how they relate to overall business objectives. Include measurable success criteria. Cost, scheduling, and quality targets should list an absolute or relative value.

Product Scope Description

Provide an in-depth description of the product defined in the project charter and requirements documentation.

Acceptance Criteria

State the standards which the acceptance of the deliverables was based on.

Deliverables

Deliverable No.

Description

1

List all deliverables here. These should include outputs and ancillary results.

2

3

4

5

Project Tasks

Task No.

Description

For deliverable no.

1

List all project tasks to be completed, based on the deliverables listed in the preceding section.

2

3

4

5

Project Exclusions

Explicitly state the deliverables or tasks which are not considered as outputs of the project

No.

Assumption

Potential impacts if the assumption is proven to be false

1

List the factors that you considered to be true, real, or certain

Describe the potential impacts

2

3

4

5

Constraints

Project Start

State project start date

Project End

State project end date

Hard Deadlines

List any hard deadlines

Others

List other dates/descriptions of key milestones

Budget constraints

Enter information about project budget limitations (total project budget, maximum budget for key project deliverables).

Quality or performance constraints

Enter any other requirements for the functionality, performance, or quality of the project.

Equipment/Personnel Constraints

Enter any constraints regarding equipment or people that will impact the project.

Regulatory Constraints

Enter any legal, policy, or other regulatory constraints.

Estimate of hours

Estimate the hours required to complete the project.

Approval

Stakeholder Name

Role of Stakeholder

Date submitted

Date approved

Other documents

Work break down structure (WBS)

Attach link of WBS here.

Others

Attach link of other important documents here

Attach link of other important documents here

Attach link of other important documents here

Project tasks

Project Team Members

Team Member 1

Team Member 2

Team Member 3

Team Member 3

Team Member 4

Legend

responsible

accountable

consult

inform

Project name:

Prepared by:

Date:

Describe how Project Scope will be managed

Assess the expected stability of the scope of this project (how likely is it to change, how frequently, and by how much?):

How will scope changes be identified and classified?

Describe how changes in project scope will be integrated into the project

Additional Remarks

Project manager

Project phase

Role

Contact

Category

Interest

Influence

Expectations

Communication Requirements