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