Student Assessment Booklet
BSBPMG430 UNDERTAKE PROJECT WORK
Students to complete this section
OFFICE USE ONLY
Assessment Task 1: Developing the Project Plan
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessment Task 2: Finalising the Project Plan
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessment Task 3: Implement the Project Plan
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessment Task 4: Finalise and Review the Project
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessor name:
Assessor signature:
Date:
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Table of Contents
Assessment Overview 6
Assessment Task Summary 6
Assessment Documents 6
Required Additional Documents 6
Assessment Task Cover Sheet 7
The Assessment Process and Your Rights 7
Submitting your Assessment Tasks 7
Assessment Attempts and Resubmissions 7
Assessment Outcomes 7
Plagiarism, Cheating and Collusion 8
Assessment Appeals 8
Reasonable Adjustment 8
Information About Assessment 9
Dimensions of Competency 9
Principles of Assessment and Rules of Evidence 9
Principles of Assessment 9
Rules of Evidence 9
Glossary of Instructional Task Words 10
Assessment Task 1: Developing the Project Plan 11
Assessment Task 2: Finalising the Project Plan 17
Part A: Project Planning Meeting 17
Part B: Finalise the Project Plan 21
Assessment Task 3: Implement the Project Plan 23
Part A: Project Plan and Progress Report – Scenario 1 24
Part B: Project Plan and Progress Report – Scenario 2 27
Assessment Task 4: Finalise and Review the Project 30
Part A: Develop a Draft Final Project Report 31
Part B: Conduct a Project Review Meeting 35
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for BSBPMG430 Undertake project work.
Assessment Task Summary
This unit requires you to complete four assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
Assessment Task
Assessment Method
Task Summary
Assessment Task 1: Developing the Project Plan
Project
Students are required to develop a project plan for an upcoming charity event.
Assessment Task 2: Finalising the Project Plan
Project and role-play
This task consists of two parts:
· Part A: Project Planning Meeting
Part B: Finalise the Project Plan
Assessment Task 3: Implement the Project Plan
Project
This task consists of two parts:
· Part A: Project Plan and Progress Report – Scenario 1
Part B: Project Plan and Progress Report – Scenario 2
Assessment Task 4: Finalise and Review the Project
Project and role-play
This task consists of two parts:
· Part A: Develop a Draft Final Project Report
Part B: Conduct a Project Review Meeting
Assessment Documents
Required Additional Documents
The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
Information Technology Policy and Procedure
Health and Safety Policy and Procedure
Code of Ethics
Risk Management Policy and Procedures
Quality Assurance Policy and Procedures
Access Equity and Anti-Discrimination Policy
Staff Management Policy Procedures
Document-Management Policy and Procedure
Style Guide
Financial Management Policy
Organisational Chart available in Business Plan
Communication Policy Procedures
Project Plan Template
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
1. You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative a
angements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to:
esubmit inco
ect answers to questions (such as for written tasks and case studies)
esubmit all or part of a project, depending on how the e
or affects the overall outcome of the task
edo a role-play after being provided with appropriate feedback about their original performance
e observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.
1. When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
e given 30 days in which to resubmit inco
ect responses to written tasks, projects and so on
e provided with on-the-day feedback about their performance in a role-play and then redo the task immediately
need to redo workplace-based tasks (if applicable) during the same workplace visit or in a later observation – you should discuss a
angements with the student’s supervisor to agree on a suitable time and date for reassessment.
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
1. Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion
1. Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished
collusion – unauthorised collaboration between students.
1. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:
the views of the student
the potential effect of the adjustment on the student and others
the costs and benefits of making the adjustment.
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.[footnoteRef:1] [1: Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.
Information About Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a
oad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and
eakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence
Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment
· Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:
· assessment against the unit(s) of competency and the associated assessment requirements covers the
oad range of skills and knowledge that are essential to competent performance
· assessment of knowledge and skills is integrated with their practical application
· assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations
· judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.’
Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results are comparable i
espective of the assessor conducting the assessment.’
Flexibility: ‘Assessment is flexible to the individual learner by:
eflecting the learner’s needs
assessing competencies held by the learner no matter how or where they have been acquired
drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’
Fairness: ‘The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’
Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’
Cu
ency: ‘The assessor is assured that the assessment evidence demonstrates cu
ent competency. This requires the assessment evidence to be from the present or the very recent past.’
Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words
Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the below glossary to guide you on interpreting the words in the tasks.
Analyse – This means you should
eak an issue down into its component parts, discuss them and show how they relate. You should discuss the issue in detail and methodically.
Define – This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.
Describe – This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss – This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.
Evaluate – This means you must judge or calculate the quality, importance, amount, or value of something. You must provide an in-depth answer with as much detail as possible.
Explain – This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or is the way it is.
Identify – You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.
List – You must record short pieces of information in a list form – with one or two words, or sentences on each line.
Summarise – You must express the most important facts or points about something in short and concise form.
Assessment Task 1: Developing the Project Plan
The following assessment tasks use a simulated business called Complete Business Solutions Australia (CBSA). In order to complete the assessment tasks, you will need to access information, templates, policies and procedures associated with CBSA. This can be done in one of two ways: either your assessor will provide you with copies of the appropriate documents, or they will provide you with login details for CBSA’s website. Navigate to www.cbsa.com.au, select ‘Log in’ and enter your username and password prior to completing your assessment tasks.
For this assessment you will play the role of Lucas Smith, CBSA Project Officer. CBSA is a consultancy service providing assistance with compliance, finances, human resources, information technology and other business needs to ensure that businesses have the expertise and support they need to survive and prosper. You should familiarise yourself with what CBSA does, its services and history, the organisational structure of the business, its employees, and its mission, vision and business objectives.
Task Summary
In this task, you must develop a project plan for an upcoming charity event.
Resources and Equipment Required
Resources
· Access to textbooks and other learning materials
· Access to a computer, printer, Internet and email software (if required)
· Access to Microsoft Word and Microsoft Excel (or similar programs)
· CBSA policies and procedures (accessible via the CBSA website):
· Information Technology Policy and Procedure
· Health and Safety Policy and Procedure
· Code of Ethics
· Risk Management Policy and Procedures
· Quality Assurance Policy and Procedures
· Access Equity and Anti-Discrimination Policy
· Staff Management Policy Procedures
· Document Management Policy and Procedure
· Style guide
· Financial Management Policy
· Organisational Chart available in Business Plan
Templates/Supporting documents
· CBSA Templates (accessible via the CBSA website):
· Project Plan Template
Where and When this task Will be Completed
· You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)
· You will complete this task with your assessor at a time advised by them
· Your assessor will advise as to whether you must email them your completed draft project plan or submit the file on a USB drive.
What Happens if you get Something Wrong
If your assessor marks any of your answers as inco
ect or insufficient, they will make a
angements with you for resubmission. Your assessor may ask you some questions ve
ally to check your understanding, or you may need to provide new written responses to the questions that were answered inco
ectly. Your assessor will give you a due date by which this must be provided.
Task Instructions
To begin this part read the following email, and its attachment and then complete the tasks that follow:
To:
[email protected] From:
[email protected] Date/time:
August 1, 8.05 a.m.
Subject:
Project Brief
Attachment:
Project Brief.docx, Project Plan Template.docx (available as a separate supporting document)
To Lucas,
Thank you for agreeing to lead this project on such short notice. As you know, our annual charity events are a big part of our community engagement strategy and from experience, they can be a lot of fun to plan! Beyond Blue is an amazing charity, so it will be fantastic that we can raise some much-needed funds for them. Last year’s event was a great success, and we want to improve on the funds raised, so we have high expectations for this year. I have attached the project
ief for this event which will outline the project parameters.
As far as the dinner dance goes, I think that the following activities will be a must:
· dinner and drinks
· dancing
· prize raffles
· merchandise store
· Beyond Blue information stalls or other creative ways to share information.
I did make some preliminary calls to venues and obtained the following quotes:
· Arc convention centre: $15,000 (room + food and drinks package for 50 people).
· Gala ballroom at the Tivoli: $10,000 (room + food and drinks package for 100 people).
· Hilton paradise function room: $25,000 (room + food and drinks package for 150 people).
Of course, you and the project team can decide the finer details, but these activities and quotes are starting. I have quickly
iefed the project team and have tasked them with getting some more quotes to
ing to the planning meeting.
I look forward to seeing your draft project plan, and we can discuss details further in the project planning meeting.
Kind Regards,
Tina Hughes
Sales and Marketing Manage
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.au
Attachments Below:
· Project Brief.docx
Project Brief
Title
Beyond Blue Dinner Dance
Background and Context
CBSA is committed to the health and wellbeing of all of our staff.
Mission statement
CBSA is committed to providing employees with a safe, healthy and supportive environment in which to work.
Organisational objectives for health and wellbeing
CBSA will:
· encourage employees to be more physically active by making provisions in the workplace for activity opportunities (including reducing sitting time where practical)
· provide healthy eating choices in the workplace through addressing healthy physical settings, food supply and education
· promote awareness of key health issues for employees (including social and emotional wellbeing)
· encourage employees to provide input into health and wellbeing initiatives.
As part of our annual community engagement plan, we hold a charitable event each year. This year, we would like to hold a fundraising event to raise money for an Australian charity, Beyond Blue, to be held on the 10th of October. Beyond Blue provides information and support to help everyone in Australia achieve their best possible mental health, whatever their age and wherever they live. For more information, visit: https:
www.Beyond Blue.org.au/home
We would like to coincide the event with the World Mental Health Day on 10th October.
Objective
To raise $50,000 for Beyond Blue
Target Outcomes
To meet or exceed the $50,000 fundraising target
Increased community and staff awareness su
ounding mental health issues
How will the success of the project be measured?
· Adherence to project timelines
· Timely resolution of issues
· Adherence to the budget
Project approach
The project will be completed in three phases:
· Phase 1 – Planning
· Phase 2 – Implementation and execution
· Phase 3 –...