BSBPMG535 Manage project information and communication Learner Workbook Contents Instructions to Learner ................................................................................................................. 2 Assessment instructions ................................................................................................................. 2 Assessment requirements .............................................................................................................. 5 Candidate Details ......................................................................................................................... 6 Assessment – BSBPMG535: Manage project information and communication ............................ 6 Activities ..................................................................................................................................... 7 Activity 1A ....................................................................................................................................... 7 Activity 1B ....................................................................................................................................... 7 Activity 1C ....................................................................................................................................... 8 Activity 1A-1C Checklist ................................................................................................................ 10 Activity 2A ..................................................................................................................................... 11 Activity 2B ..................................................................................................................................... 12 Activity 2C ..................................................................................................................................... 13 Activity 2D ..................................................................................................................................... 14 Activity 2A-2D Checklist ................................................................................................................ 15 Activity 3A ..................................................................................................................................... 16 Activity 3B ..................................................................................................................................... 17 Activity 3B Checklist ...................................................................................................................... 18 Activity 3C ..................................................................................................................................... 19 Activity 3A-3C Checklist ................................................................................................................ 20 Summative Assessments ............................................................................................................ 20 Section A: Skills Activity ................................................................................................................ 22 Section A: Skills Activity Checklist ................................................................................................. 24 Section B: Knowledge Activity (Q & A) .......................................................................................... 25 Section B: Knowledge Activity (Q&A) Checklist ............................................................................ 26 Section C: Performance Activity.................................................................................................... 27 Section C: Performance Activity Checklist .................................................................................... 29 Case Studies ...................................................................................................................................... 31 Case Study A – The Wellbeing Group ........................................................................................... 31 Case Study B – Communication issues resolution ........................................................................ 32 Case Study C – End of project ....................................................................................................... 33 Competency record to be completed by assessor ........................................................................ 34 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. 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 (formative and summative) 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. Candidate Details Assessment – BSBPMG535: Manage project information and communication Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG535: Manage project information and communication. Name: _____________________________________________________________ Address: _____________________________________________________________ _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Activities Activity 1A Objective Activity To provide you with an opportunity to identify and analyse information requirements of the project. This activity does not require observation. Refer to Case Study A – The Wellbeing Group Using the Case Study, summarise the information analysis requirements of the website project using the three elements below: Filter Validate Disseminate. In your summary, explain how each of these elements helps to analyse information requirements of the project. (Summarise in 300 words max.) Activity 1B Objective To provide you with an opportunity to develop a communication management plan according to project objectives. Activity This activity does not require observation. Identify the principal components of a communication management plan, giving brief examples of each, either using a project you are or have been involved in or imagined examples. (300 words max.) Activity 1C Objective To provide you with an opportunity to establish a designated projectmanagement information system. Activity This activity does not require observation. Explain how each of the following factors would be relevant when establishing a project management information system: Scheduling and planning Resource management Budget Reporting Integration (e.g., with other systems). (100 words max.) Activity 1A-1C Checklist This should be used by the trainer/assessor to document the learner’s knowledge 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. Checklist 1A-1 1B-1 Did the learner explain how each of these elements helps to analyse information requirements of the project? Yes Did the learner identify the principal components of a communication management plan? Yes No (Please circle) No (Please circle) Did the learner explain how each of the following factors would be relevant when establishing a project management information system: 1C-1 Scheduling and planning Resource management Budget Reporting Integration Yes (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory No Satisfactory Activity 2A Objective Activity To provide you with an opportunity to manage generation, gathering, storage, retrieval, analysis and dissemination of information by project staff and stakeholders. This activity does not require observation. What would you consider when gathering, generating and storing information for a project? Who would you consult when analysing information in your team (or desired organisation/project)? Identify three things you would consider when disseminating information. . Activity 2B Objective Activity To provide you with an opportunity to implement, modify, monitor and control designated information-validation processes. This activity does not require observation. Using the appropriate software (or in your workbook), produce a checklist for information validation. The checklist should cover all the essential criteria needed to ensure effective data validation. (1-2 pages max.) Activity 2C Objective Activity To provide you with an opportunity to implement and maintain communication networks. This activity does not require observation. 1. Identify three types of communication networks. 2. Describe three ways you could maintain communication with project employees. Activity 2D Objective Activity To provide you with an opportunity to identify and resolve communication and information-management system issues. This activity does not require observation. Refer to Case Study B – Communication issues resolution. Suggest a potential solution to deal with one of the specified issues in the Case Study. (Max. 50 words) Activity 2A-2D Checklist This should be used by the trainer/assessor to document the learner’s knowledge 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. Checklist 2A-1 2A-2 2A-3 2B-1 2C-1 2C-2 2D-1 Did the learner discuss what would he/she consider when gathering, generating and storing information for a project? Yes Did the learner explain who he/she would consult when analysing information in his/her team? Yes Did the learner identify three things he/she would consider when disseminating information? Yes Did the learner produce a checklist for information validation? Yes Did the learner identify three types of communication networks? Yes Did the learner describe three ways he/she could maintain communication with project employees? Yes Did the learner ssuggest a potential solution to deal with one of the specified issues in the Case Study? Yes (Please circle) No (Please circle) No (Please circle) No (Please circle) No (Please circle) No (Please circle) Provide your comments here: Not yet satisfactory No (Please circle) Comments The learner’s performance was: No Satisfactory Activity 3A Objective Activity To provide you with an opportunity to finalise and archive records according to agreed project information ownership and control requirements. This activity does not require observation. Produce a guidance document that outlines the procedure you would for finalising and archiving documents for project completion. Your guidance document should include: Control requirements A process for finalising and archiving. You may make reference to a specific project example where appropriate. (150 words max.) Activity 3B Objective Activity To provide you with an opportunity to review project outcomes for effectiveness of management information and communication processes and procedures. This activity requires observation. Refer to Case Study C – End of project You will be working in pairs for this activity. Using the Case Study as a guide, present the project outcomes to a small group of your peers. Within your presentation, include the following details: Planned objectives Effectiveness of information management Effectiveness of communications procedures Learning from missteps. The presentation should be no longer than five minutes. (4 slides max.) Activity 3B Checklist This should be used by the trainer/assessor to document the learner’s 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. Task #9 – <Activity 3B> The student is required to demonstrate ALL components from the list below Did the student: Assessment Reassessment Date: Date: Comments S NS S NS Tick 1 Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria Present project outcomes to a small group: Communicate confidently and clearly Use appropriate language and terminology where appropriate Work as a team Review the given project outcomes. All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: Satisfactory Not Satisfactory Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria: Assessor Declaration: Assessor Name: Assessor Signature: Date Marked: I declare that I have observed the student perform this task. The task has been conducted as per assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student. Activity 3C Objective Activity To provide you with an opportunity to develop and document recommended improvements for application in future projects. This activity does not require observation. Refer to Case Study C – End of project Referring to the Case Study, and using the “learning from missteps” part of your presentation from Activity 3B, produce a summary of recommendations for improvements in the form of a lessons learned report. The report should include the following information: Project objectives Project managers and leaders Description of the client/customer/sponsor/investors Dates of the project Deliverables. Activity 3A-3C Checklist This should be used by the trainer/assessor to document the learner’s knowledge 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. Checklist 3A-1 3B-1 3C-1 Did the learner produce a guidance document that outlines the procedure he/she would for finalising and archiving documents for project completion? Yes Did the learner present the project outcomes to a small group of his/her peers? Yes Did the learner produce a summary of recommendations for improvements in the form of a lessons learned report? Yes No (Please circle) No (Please circle) No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory 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 Performance – evidence requirements, critical aspects of assessment, performance 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). In some cases, skills will be demonstrated in writing, where the criteria fits. 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. Section C: Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. 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 the following skills: Reading: o identifies and analyses complex texts from a range of sources Writing: o develops project documents using vocabulary, structure and conventions appropriate to text Oral communication: o participates in verbal exchanges using clear language and appropriate non-verbal features o uses active listening and questioning to confirm understanding and agreement Initiative and enterprise: o identifies responsibilities and boundaries of own role Teamwork: o identifies requirements of important communication exchanges, selecting appropriate channels, format and content to suit purpose and audience Planning and organising: o sequences and schedules complex activities, monitors implementation and manages relevant communication o uses problem-solving techniques to analyse and resolve issues o evaluates outcomes of decisions to identify opportunities for improvement o uses digital tools to access, organise and analyse complex data. Answer the activity in as much detail as possible. Equipment needed: Access to peers Environment conducive to group discussion Computer and access to the internet. 1. You will need access to the internet for this activity. Identify three trustworthy websites that give advice on communication management planning. Summarise the key information needed to advise others in a project management team. (Max 200 words). 2. Create an organisational chart detailing the roles and responsibilities of individuals in a project you have worked on, or are working on – or imagined project. Within this, identify your own role and responsibilities. 3. This task will need to be observed. You must complete the task in a small group (2-5 people). Using the information you have gathered from Question 1, imagine a project that would need a strong communication strategy. Participate in a discussion with your team members to discuss the following questions: What appropriate communication requirements will be used? What appropriate methods of communication will be used? Who requires information? What information will they require? What frequency will the information be communicated and where? Who is responsible for communicating information? Note the key information in your workbook. 4. Using your findings from Question 3, compose a short email to share the conclusions agreed with your work team. Produce the email in the appropriate format for a formal communication in a project management context. (100 words max.) 5. Using your conclusions from the discussion in Question 3, document a brief strategy for the project. This should include: A schedule covering all activities, assessing implementation and managing communication Any problem-solving, showing analysis and solutions for issues A plan for reviewing outcomes of decisions to identify occasions for improvement Use of digital tools to gain access to, manage and evaluate information. (300 words max.) Section A: Skills Activity Checklist This should be used by the trainer/assessor to document the learner’s knowledge 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. Checklist A-1 A-2 A-3 A-4 A-5 Did the learner identify three trustworthy websites that give advice on communication management planning? Yes Did the learner summarise the key information needed to advise others in a project management team? Yes Did the learner create an organisational chart detailing the roles and responsibilities of individuals in a project? Yes Did the learner compose a short email to share the conclusions agreed with his/her work team? Yes Did the learner document a brief strategy for the project? Yes No (Please circle) No (Please circle) No (Please circle) No (Please circle) No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory 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: Alternative communication methods and media and their application on various projects Effective project-management information systems and their various applications Methods used to evaluate information systems and communication processes. Answer each question in as much detail as possible. 1. Identify three alternative communication methods that could be used in a project. 2. Continuing from Question 1, explain how you would apply these methods in a project. Max. 50 words. 3. Explain what a project-management system is and why you would use this. Max. 50 words. 4. The project management information system (PMIS) ensures the quality and validity of data, timeliness and integrity. Explain how the PMIS ensures this. Max. 100 words. 5. Identify three methods you could use to evaluate information systems and communication processes within a project. 6. Explain why it is important to evaluate information systems and communication processes in project management. Max. 50 words. Section B: Knowledge Activity (Q&A) Checklist This should be used by the trainer/assessor to document the learner’s knowledge 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. Checklist B-1 B-2 B-3 B-4 B-5 B-6 Did the learner Identify three alternative communication methods that could be used in a project? Yes Did the learner explain how he/she would apply these methods in a project? Yes Did the learner explain what a project-management system is and why he/she would use this? Yes Did the learner explain how the PMIS ensures the quality and validity of data, timeliness and integrity? Yes Did the learner identify three methods he/she could use to evaluate information systems and communication processes within a project? Yes Did the learner explain why it is important to evaluate information systems and communication processes in project management? Yes (Please circle) No (Please circle) No (Please circle) No (Please circle) No (Please circle) Provide your comments here: Not yet satisfactory No (Please circle) Comments The learner’s performance was: No Satisfactory Section C: Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence: Manage project information and communication on at least two occasions. Answer the activity in as much detail as possible. Equipment needed: Access to a workplace or hypothetical scenario Access to a computer and internet Access to printer Access to peers. For this activity, you will be required to manage project information and communication on two different occasions in the workplace or a simulated environment. This means that each of the following questions should be performed twice, for two different projects. 1. First, you will need to plan information and communication processes for your project. To do this, you must: Identify and analyse information requirements of the project Develop a communication management plan according to project objectives Establish a designated project-management information system. Attach a copy of the communication management plan and other supporting documentation to your workbook. 2. Next, you will need to implement the information and communication processes you planned in Question 1. To do this, you must: Manage generation, gathering, storage, retrieval, analysis, and dissemination of information by project staff and stakeholders Implement, modify, monitor, and control designated information-validation processes Implement and maintain communication networks Identify and resolve communication and information-management system issues. 3. Finally, you will need to assess the outcomes of the information and communication processes implemented in Question 2. To do this, you must: Finalise and archive records according to agreed project information ownership and control requirements Review project outcomes for the effectiveness of management information and communication processes and procedures Develop and document recommended improvements for application in future projects. Attach a copy of your recommended improvements to your workbook as evidence of completion. Section C: Performance Activity Checklist This should be used by the trainer/assessor to document the learner’s 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. Task #13 – <Performance Activity> The student is required to demonstrate ALL components from the list below Did the student: 2 3 Occasion 2 Date: Date: S Tick 1 Occasion 1 Plan information and communication processes for the project: Identify and analyse information requirements of the project Develop a communication management plan according to project objectives Establish a designated projectmanagement information system. Implement the information and communication processes planned in Question 1: Manage generation, gathering, storage, retrieval, analysis and dissemination of information by project staff and stakeholders Implement, modify, monitor and control designated informationvalidation processes Implement and maintain communication networks Identify and resolve communication and informationmanagement system issues. Assess the outcomes of the information and communication processes implemented in Question 2: Finalise and archive records according to agreed project NS S NS Comments Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria information ownership and control requirements Review project outcomes for effectiveness of management information and communication processes and procedures Develop and document recommended improvements for application in future projects. All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: Satisfactory Not Satisfactory Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria: Assessor Declaration: Assessor Name: Assessor Signature: Date Marked: I declare that I have observed the student perform this task. The task has been conducted as per assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student. Case Studies Case Study A – The Wellbeing Group Health and lifestyle start-up The Wellbeing Group plans to produce a website that will be central to its operations. The project to plan, build and implement the website will need to involve the participation of sponsors, as key stakeholders, and to manage change requirements. Case Study B – Communication issues resolution The following communication issues, in a companion document for a meeting, need a strategy for their resolution: Poor quality information that is out of date One-way communication and lack of opportunity for stakeholders to provide feedback. Case Study C – End of project The website project for The Wellbeing Group has come to an end. The website has been successfully constructed and is now generating income through conversion of customer visits into sales. However, the project took much longer than expected to complete and went 38% over budget. There were also some issues with information management and communication, including: Lack of updates on project progression Insufficient information given in some communications Lack of central resources for information sharing. Competency record to be completed by assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date Has the learner completed all required assessments in this workbook to a satisfactory standard? Yes (Please circle) Comments from trainer/assessor: Learner is deemed Assessor’s signature Not competent No Competent