BSBPMG511 Formative Assignment

BSBPMG511
Manage project scope

Learner Workbook
Learner Activities 1A to 3c (Formative)
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Table of Contents
Table of Contents ......................................................................................................................... 1
Instructions to Learner ................................................................................................................. 2
Application ...................................................................................................................................... 2
Unit Sector ...................................................................................................................................... 2
Elements for Competency Demonstration: .................................................................................... 2
Assessment instructions ................................................................................................................. 2
Reasonable Adjustment .............................................................................................................. 4
Assessment requirements .............................................................................................................. 5
Observation/Demonstration ........................................................................................................ 6
Activities ..................................................................................................................................... 8
Activity1A ........................................................................................................................................ 8
Activity1B ...................................................................................................................................... 10
Activity 1C ..................................................................................................................................... 12
Activity 2A ..................................................................................................................................... 14
Activity 2B ..................................................................................................................................... 17
Activity 2C ..................................................................................................................................... 19
Activity 2D ..................................................................................................................................... 21
Activity 3A ..................................................................................................................................... 23
Activity 3B ..................................................................................................................................... 25
Activity 3C ..................................................................................................................................... 27
Activity 1A -3c– for assessor ......................................................................................................... 27
Malvern Institute Pty Ltd trading as Central Melbourne Institute

CRICOS Provider Code 03351G RTO No. 40669
Learner Activities BSBPMG511_V1.0
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Instructions to Learner
Application
This unit describes the skills and knowledge required to determine and manage project scope. It
involves obtaining project authorisation, developing a scope management plan, and managing the
application of project scope controls. It applies to individuals responsible for managing and leading a
project in an organisation, business or as a consultant. No licensing, legislative, regulatory or
certification requirements apply to this unit at the time of publication.
Unit Sector
Management and Leadership – Project Management
Elements for Competency Demonstration:
Please refer to BSBPMG511 Learner Guide as provided at the beginning of you first session (or ask
your trainer if haven’t received)
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
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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 notbe 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.
Reassessment
Students who receive a ‘NS’ for this assessment task may re-submit the assessment twice at free of
charge. If the student still does not pass or obtain satisfactory result in the first re-sit, the student
must re-sit/resubmit the assessment. If the student still does not pass or obtain ‘Competent’ for the
Unit of Competency, he/she must enrol in the entire unit and pay a repeat unit fee of $300 per unit.
Fail to complete by due date

If you fail to complete this assessment by the due date, your Assessor will record this information in
the comments section of the cover sheet of the Assessment Tool. Student will be marked NS for this
assessment task. (Unless prior approval from your assessor has been confirmed for late
assessments) Student must (a) notify the trainer and/or assessor in writing (including the reason) 24
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hours prior to the assessment to extend the due date and/or (b) supply a doctor’s certificate within
24 hours after the initial assessment date in order to not have a Not Satisfactory mark for this
assessment.
A maximum of 3 attempts for assessments are allowed, each ‘Not Satisfactory’ attempt will be
reviewed by the Assessor and areas to focus on for further study will be recommended. If after the
3rd attempt the student still cannot complete the assessment task satisfactorily, the student will
be required to repeat the unit and bear the re-enrolment costs and the course duration may be
affected.
Reasonable Adjustment
To meet the needs of all learners’, adjustments can be made to the way assessments are conducted
but not to the requirements of the assessment. The purpose of these adjustments is to enhance
fairness and flexibility so that the specific needs of students can be met. For details assessor needs
to refer P03_ Assessment Policy and Guidelines and P01_Access & Equity Policy.
“In the case that the tool may need adapting to meet specific needs of students, your trainer may
provide extra support, allow extra time and/or provide the student with picture cues to aid with
assessment.”
Reasonable Adjustment
Was reasonable adjustment applied to any of these assessment tasks?
 Yes
 No
If yes, which assessment task was this applied to?
Provide a description of the adjustment applied and explain reasons.
Trainer Signature: date: / /
Confidentiality
CMI 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 thedisclosure 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.
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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 Training Manager, in writing, outlining the reason(s) for the appeal.
For more detail please refer to P31_Complaints and Appeal Policy (http://cmi.vic.edu.au/wp-
content/uploads/pdf/policy/Complaint-and-Appeal-Policy.pdf)
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
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration documentmust be

completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
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.

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To demonstrate competence in this unit you must undertake all activities 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.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.

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You should be able to demonstratethe skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Activities
Activity1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to develop and confirm procedures for
project authorisation with an appropriate authority.
1. Outline the key steps of gaining project authorisation
 Through the process of project authorisation, you will aim to gain

permission to carry out your project along with the written approval to do
so.
 There are a series of activities that should be carried out within the
process of project authorisation, including:
o proposing the project
o reviewing the project
o Approving or rejecting the project.
2. Identify four people or groups that could be considered appropriate

authorities.
Groups that could be considered appropriate authorities may include:
o Client,
o Owner,
o Sponsor,
o Senior executive or other individual or group vested with the
authority to make decisions regarding the project.
They have having the capacity to make decisions regarding commitment of
funds, resources and priorities.

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Activity1B
Objective To provide you with an opportunity to obtain authorisation to expend
resources.
1. Summarise what is meant by a business case and what it can be used for.
 A documented argument that is intended to convince someone to

approve project Involves the reasoning for initiating project
 Captures characteristics of project will examine the benefits and risks of
carrying out your project, along with the benefits and risks of not carrying
it out. You should support the need to use resources with the specific
needs of your project. The main purpose of the business case is to
facilitate the investment decisions about the project. It summaries the
costs, benefits and the risks and enables the organisation to take a
decision about funding the project or not. This is important because it
enables the organisation to take an informed decision based on realistic
facts.
2. Identify an example of a project within your organisation. Write a short

report outlining the following:
 What resources you will require

 How you will gain authorisation to expend these resources.
 Who you will gain authorisation from within your organisation.
 Using the resources you need to carry out your project
 Should be considered as part of project’s plan and needs to be authorised

by the correct person
 When you are seeking approval to expend resources you should justify
the reasons for needing the resources
 In order to authorise the expending of

resources, you may need to present your
proposal and review the business case
against it.

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Activity 1C
Objective To provide you with an opportunity to confirm project delegations and
authorities in project governance arrangements.
1. Explain what is meant by project governance arrangements and why
they are useful.
The details of your project within your governance framework.

A governance framework generally consists of the standards, processes and
procedures that need to be followed throughout a project.
Everyone that is involved should be fully aware of the governance framework
that is in place Within the project governance arrangements, the project
delegations and authorities should be confirmed.
The governance of portfolios, programmes and projects is a necessary part of
organisational governance. It gives an organisation the required internal
controls, while externally; it reassures stakeholders that the money being
spent is justified.
 The adoption of a disciplined life cycle governance that includes

approval gates at which viability is reviewed and approved;
 Recording and communicating decisions made at approval gates;
 the acceptance of responsibility by the organisation’s management

board for P3 governance;
 establishing clearly defined roles, responsibilities and performance

criteria for governance;
 developing coherent and supportive relationships between business

strategy and P3;
 procedures that allow a management board to call for an

independent scrutiny of projects, programmes and portfolios;
2. Identify and summarise the key stages in the delegation process.
Delegation is an important management skill.
Project delegations and authorities may include:

o consultative expectations
o degree of line authority with team
o finance expenditure limits
o procurement delegations
o required organisational procedures
By delegating responsibility and authority to others, you can ensure
effective results.

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 Delegation process
a) Assigning duties
b) Defining, clarifying and assigning tasks and duties
c) Granting authority
d) if delegating authority to someone, you should ensure that they are
capable
e) Creating Responsibility and Accountability
f) Authority will come with the relevant Responsibility and
Accountability.
3. Using your example project from previous activities, explain how

responsibility, authority and accountability are delegated.
To project governance arrangements, The three pillars of delegation:

Responsibility, Authority and Accountability. The Delegation of authority-
assigning tasks to employees while giving them the power to make commitments,
use resources, and take actions necessary to accomplish them.
These three elements – Responsibility, Authority and Accountability – are inter-

related. In the process of delegation, the superior transfers his duties or
responsibilities to his subordinate and also gives the necessary authority for
performing the required task. It is the ideal way to delegate. You can only hold
people responsible when they have been given enough authority to do the job
well without any interference from their superiors.

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Activity 2A
Objective To provide you with an opportunity to identify, negotiate and document project
boundaries.
1. Explain what is meant by a WBS and how it can be used to document
project boundaries.
A work breakdown structure (WBS) organises your project into smaller, more
manageable sections.
It should represent a flowchart in which all elements are logically connected.
The scope and boundaries will be defined into chunks that the project team can
understand.
A work breakdown structure may include:
a. Activity and task descriptors
b. High-level deliverables framework
c. Multi-level task granulation
d. Work breakdown task dictionary.
2. Explain three ways you can account for boundaries being negotiated
within a project.
The three ways you can account for boundaries being negotiated within a project.
1. Constraints/Exclusions
These outline any limitations on the project, particularly in relation to
what is not included within the scope of the project
2. Product/service specifications
These set out exactly what product/service is expected, including
required characteristics and specific processes, in order to meet the
needs of stakeholders
3. Project deliverables
These are the specific results of the process of the project.
3. Outline three benefits of identifying project boundaries.
The three benefits of identifying project boundaries are:

a. Overestimating
b. Specifying expectations/meanings
c. Communication.
4. Using your example project, identify all relevant project boundaries.

Document these using an appropriate method.
 Project boundaries:
o Boundaries ensure that the scope of the project is clearly defined in
detail.
o They should be measurable
o Boundaries may include:

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a. constraints/exclusions
b. Product/service specification.
c. Project deliverables.
There are various benefits to identification of project boundaries:
 Ensures all stakeholders are working towards a common goal
 Allows individuals/teams to manage own activities
 Provides a yardstick to measure success against
 Ensures high performance
 Reduces the need for control
 Improves project management process
The statement of work should clearly define the boundaries relating to:
 Budgets
 Schedules, milestones and deadlines
 Necessary resources
 The roles of team members and relevant personnel/stakeholders
 Exact deliverables.

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Activity 2B
Objective To provide you with an opportunity to establish measurable project benefits,
outcomes and outputs.
1. Explain what is meant by:
Project benefits are the advantages and gains that are delivered by a project.
They are defined in a business case and other early stage project documents
such as a project charter
 Project benefits
 The desired result of a project

 Ensure that your project provides clear benefits
 Benefits management is a process by which you ensure your project
delivers exactly what you want
 The types of benefits include:
o indirect benefits
o direct monetary benefits
o direct non-monetary benefits
o Dis-benefits.
 Project outcomes
 You need to transform your objectives into your deliverables and your
outcomes
 Are the tangible results of your project
 Project outputs.
 Related to your project objectives

 Are the results of your project that are ‘put out’
 They can be the services that you offer, the facilities that you provide or
the products that you sell
2. Using your example project, outline your benefits, outcomes and outputs.
Describe how you will measure each of these.
Any project is regarded as successful if its benefits are derived upon completion.
The best management practices prove that success of projects can be measured
in terms of their ability to deliver benefits. In this context, obviously it is
important to recognize and classify benefits derived from the project. Clear and
exact classification of project benefits will help more efficiently monitor the
project and better understand the impact of delays, changes to scope, and
lowered performance to project results.

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 Think about how you will monitor your outcomes throughout your project
 Consider how you will measure your progress in relation to your

outcomes at the end of your project
 Decide what you are going to monitor and measure
 Decide how often you will measure these

indicators
 Focus on quality rather than quantity
 Think about the tools you will use to

monitor and measure your outcomes.

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Activity 2C
Objective To provide you with an opportunity to establish a shared understanding of
desired project outcomes with relevant stakeholders.
1. Identify five key things you should remember when developing project
outcomes.
a) Consider how you will measure your progress in relation to your

outcomes at the end of your project
b) Decide what you are going to monitor and measure
c) Decide how often you will measure these
indicators
d) Focus on quality rather than quantity
e) Think about the tools you will use to
monitor and measure your outcomes.
2. In relation to your example project, identify all relevant stakeholders

and the most appropriate way of communicating with them. Explain
your choice.
You should aim to establish a shared understanding of the outcomes of your

project with the relevant stakeholders.
 clients
 decision makers
 internal and external parties
 sponsors
 team members.
These are all relevant stakeholders.
When communicating with stakeholders, you use an appropriate method. This

might include:
Formal meetings
 Conference calls
 Letters
 Emails
 Phone calls

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 Memos
 Presentations
 Social media
 Informal discussions.

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Activity 2D
Objective To provide you with an opportunity to document scope management plan.
1. Explain what is meant by a scope management plan.
Scope Management is the collection of processes which ensure that the

project includes all the work required to complete it while excluding all work
which is not necessary to complete it. The process of developing and
managing the scope of your project is done so using a scope management
plan
2. Describe the process of developing a scope management plan.
The process of developing a scope management plan mainly consist of

o collecting requirements
o defining the scope
o producing a WBS
o verifying scope
o Controlling scope.
3. Give three benefits of having a scope management plan.
There are so many benefits of having scope management plans, like

 Manages time, budget and quality effectively
 Helps prioritise and reduce work requests
 Facilitates productive communications
4. For your example project, create a scope management plan.
For scope management plan you will need to work through five processes.
 Collecting requirements: Provides the basis for defining and managing

the project and product scope.
 Defining the scope : Project scope is the part of project planning that
involves determining and documenting a list of specific project goals,
deliverables, features, functions, tasks, deadlines, and ultimately costs. In
other words, it is what needs to be achieved and the work that must be
done to deliver a project
 producing a WBS
 Verifying scope: Scope verification is the process of formalizing

acceptance of the project scope by the stakeholders. It requires reviewing
work products and results to ensure that all were completed correctly
and satisfactorily.

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 Controlling scope: one of the most important aspects of a project
manager’s job is controlling the boundaries of the project, that is, the
tasks that are and aren’t part of the project. If you want to have any hope
of hitting the target at the end of the project you need to make sure the
scope is pointing right at the target, not off to the side, or too high or low.

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Activity 3A
Objective To provide you with an opportunity to implement agreed scope management
procedures and processes.
1. Identify three things that scope management might include. Explain what
each of them means and outline its impact on a project.
Manage impact of scope changes within established time, cost and quality
constraints according to change control procedures. Project Scope is the work
that needs to be accomplished to deliver a product, service, or result with the
specified features and functions. Scope refers to the detailed set of
deliverables or elements of a project; these deliverables are derived from a
project's requirements.
Project Scope Management consists of three processes namely:
 Planning: The process of getting an overview and defining the work that
needs to be done to achieve the deliverables for the project.
 Controlling: The process of documenting, tracking, focusing on scope

disruption and also continually approving and disapproving the project
changes through controlling and monitoring process.
 Closing: The process that includes an examination of the project

deliverables and an assessment of the outcomes of the project against
the original plan is the primary function of Closing.
2. Explain the scope management procedures and processes in relation to your

example project.
Control Scope is the last process group of project Scope Management. The
Control Scope process involves monitoring the status of the project and
managing changes to the scope. This process involves assessing additional
requirements from the customer or proactively overlooking the project scope
Scope management may include:
 Determining that a scope change has occurred or is about to occur
 Identifying and reporting scope creep
 Identifying factors influencing changes to scope
 Implementing agreed scope changes
 Monitoring/reporting the effect of scope changes
 Refining scope throughout life cycle

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 Seeking authorisation for changes.
 Plan Scope Management: Planning the process, and creating a

scope management plan.
 Collect Requirements: Defining and documenting the

stakeholder’s needs.
 Define Scope: Developing a detailed project scope statement.
 Create WBS: Subdividing project deliverables into smaller work

units.
 Validate Scope: Formalizing the acceptance of the deliverables.
 Control Scope: The ongoing process of monitoring and managing

changes to the project scope.

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Activity 3B
Objective To provide you with an opportunity to manage impact of scope changes within
established time, cost and quality constraints according to change control
procedures.
1. Explain what is mean by change control procedures and outline the main
steps involved.
Change control is a systematic approach to managing all changes made to a
product or system. The purpose is to ensure that no unnecessary changes are
made, that all changes are documented, that services are not unnecessarily
disrupted and that resources are used efficiently.
Your change control procedure may include a sequence of six steps:

 Record
 Assess
 Plan
 Build and test
 Implement
 Gain acceptance.
2. Using your example project, outline the time, cost and quality constraints
you may face.
 Time constraints:
 Consider time constraints when looking at the impact of scope changes.
 A change to the project scope will require more time, regardless of

whether you are given any more time.
 In many cases, there is just not enough time to complete the project.
 This may lead to overloading everyone’s workload and overlapping tasks.
 Cost constraints:
 Scope changes can have an effect on the budget of a project.
 Scope changes generally mean extra work, which means added costs.
 It can sometimes mean that any money spent on tasks that have already
been started, or even completed, will be completely wasted.
 Keep your established budget in mind.
 How much will a scope change cost you

and your project?

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 Quality constraints:
 Scope changes can impose greater risks on your project as they
are often dealt with using ‘quick fixes’.
 This can reduce the quality of your project.
 You should aim to deliver the desired outcomes that you outlined
within your plan.
 Your project should meet the expectations of the client or
customer.
 Consider whether your project can still be completed at the
required standard of quality.
3. If scope change impacted your time, cost and quality constraints, explain
how you would manage its impact on your deadline, budget and quality
requirements using relevant change control procedures.
Sometimes Projects often fail because they are not properly managed Within
scope management, many problems can occur
These may include:
o Poor Communication
o Scope Creep
o Incomplete Scope
o Time wasting and missed deadlines
o Ambiguous scope.

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Activity 3C
Objective To provide you with an opportunity to identify and document scope
management issues and recommends improvements for future projects.
Outline 5 possible scope management issues. For each issue, suggest
improvements in order to avoid this issue in the future.
There are some possible management issues that recommends improvements for
future projects
There are various changes we should consider such as :
o Keeping your eye on scope creep.
o Identifying all the work that is necessary.
o Monitoring the progress of the project.
o Making sure you know what the project team needs to do and how they
should do it.
o Outlining what actions should be taken when your project goes off track
o Ensuring good communication.
Activity 1A -3c– for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
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.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments

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Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature


BSBPMG511 Formative Assignment

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BSBPMG511

Manage project scope

Malvern Institute Pty Ltd trading as Central Melbourne Institute

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 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

Fail to complete by due date

Was reasonable adjustment applied to any of these assessment tasks?

If yes, which assessment task was this applied to?

Provide a description of the adjustment applied and explain reasons.

Trainer Signature: date: / /

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration documentmust be

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

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An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

 Performing a skill or task that is asked of you

 Undertakinga simulation exercise.

Malvern Institute Pty Ltd trading as Central Melbourne Institute

Malvern Institute Pty Ltd trading as Central Melbourne Institute

 Through the process of project authorisation, you will aim to gain

2. Identify four people or groups that could be considered appropriate

Malvern Institute Pty Ltd trading as Central Melbourne Institute

Malvern Institute Pty Ltd trading as Central Melbourne Institute

 A documented argument that is intended to convince someone to

2. Identify an example of a project within your organisation. Write a short

 What resources you will require

 Using the resources you need to carry out your project

 Should be considered as part of project’s plan and needs to be authorised

 In order to authorise the expending of

Malvern Institute Pty Ltd trading as Central Melbourne Institute

Malvern Institute Pty Ltd trading as Central Melbourne Institute

The details of your project within your governance framework.

 The adoption of a disciplined life cycle governance that includes

 Recording and communicating decisions made at approval gates;

 the acceptance of responsibility by the organisation’s management

 establishing clearly defined roles, responsibilities and performance

 developing coherent and supportive relationships between business

 procedures that allow a management board to call for an

2. Identify and summarise the key stages in the delegation process.

Delegation is an important management skill.

Project delegations and authorities may include:

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3. Using your example project from previous activities, explain how

To project governance arrangements, The three pillars of delegation:

These three elements – Responsibility, Authority and Accountability – are inter-

Malvern Institute Pty Ltd trading as Central Melbourne Institute

These are the specific results of the process of the project.

3. Outline three benefits of identifying project boundaries.

The three benefits of identifying project boundaries are:

4. Using your example project, identify all relevant project boundaries.

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There are various benefits to identification of project boundaries: