BSBPMG534 Student Assessment Pack v1.0-2023

BSBPMG534 Candidates must fill in this section: Candidate Name: Paymikar Laecher Candidate ID: CTI2021007 Assessment Completion Status: (for Assessor Use Only) Attempts A1- KQ A2-PA C NYC Date Assessor Name Assessor’s Signature 1 S ☐ NYS ☐ S ☐ NY S ☐ ☐ ☐ 2 S ☐ NYS ☐ S ☐ NY S ☐ ☐ ☐ Further re-submissions (more than 2 attempts) incur a cost of $50.00 per assessment. Note also, late submissions after the cut-off date are considered the second attempt and will be marked accordingly. 3 S ☐ NYS ☐ S ☐ NY S ☐ S ☐ NY S ☐ ☐ ☐ Instructions to assessors: This checklist is to be used to record your evaluation of the candidate’s submission provided towards their assessment. BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 1 of 18 CANTERBURY TECHNICAL INSTITUTE STUDENT ASSESSMENT PACK BSB50820 Diploma of Project Management Manage project human resources

When completing this checklist, you must ensure that: • Each checklist item is assessed against the criteria listed. • An assessment result is indicated by checking the box on the right of the checklist. • Feedback is provided to the student. • The candidate is advised of the assessment result. Information for Candidate:  All submissions must be entirely the original work of the candidate.  Read all instructions very carefully.  Be sure to PRINT your FULL name & LAST name each area where it is required.  If you don’t understand the assessment, please request help from the Trainer to explain the assessment. Re-assessment & Academic Appeal procedures: If a student at CTI is not satisfied with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Deputy Principal. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment  An appeal in writing is made to the Deputy Principal providing reasons for requesting the re-assessment /appeal.  Deputy Principal will delegate a faculty member of CTI to review the assessment.  The student will be advised of the review outcome done by the delegated assessor.  If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge, the Deputy Principal and the Director of Student Services OR if need be an external assessor.  The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.  If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with CTI’s nominated mediation agency.  Any student who fails a unit or whose appeals was unsuccessfully will be required to re-enrol in that unit. The cost of first reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid. Academic Appeals  If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through CTI’s complaint / grievance protocol.  The notice of appeal should be in writing addressed to the Deputy Principal and submitted within seven days of notification of the outcome of the re-evaluation process.  If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the unit.  In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.  The decision of Deputy Principal will be discussed with the PEO and will be final.  Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy. Student Acknowledgement ☐ I understand all the above rules, guidelines and feedback for this assessment . The assessment process including the provisions for re-submitting and academic appeals were explained to me, and I understand these processes. I also understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information that I have used for the purpose of this assessment Student Name: Paymikar Laecher Student Signature: Electronic initials are acceptable Paymikar Laecher Date 20/10/23 BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 2 of 18

Question 3 Question: Identify and describe any four tools to support performance of staff. Answer: 1. Webcast/Podcasts: The ease and flexibility of accessing them on-the-go makes webcasts/podcasts ideal for Performance Support. 2. Mobile Apps: The very fact that these apps are “mobile” helps learners obtain just-in- time information and Performance Support anytime, anywhere. 3. Videos And Interactive Videos: Videos have proved to be one of the most sought after Performance Support Tools and the fact that "How-to” searches shoot up 70% every year on YouTube justifies it. 4. Whiteboard Animations: Animations and illustrations are one of those things that catch your eye instantly. Question 4 Question: Explain the steps involved in the competency development process which can be applied to project management staff. Suggested Answer: The steps involved: 1. Identify the skills and attributes you want to improve: It's essential to identify the competencies you want to develop and improve so you can set goals and objectives to achieve them. 2. Set goals: Once you identify areas for improvement, set goals to determine how you're going to improve them. Identify a significant goal, such as improving a specific competency within a particular period. 3. Network with other professionals: Consider joining professional groups on social media or professional websites to connect with other professionals in your field. 4. Seek mentorship: Mentors can help you identify the right competencies to develop depending on your short- and long-term career goals. They can also help you select appropriate learning methods to build these competencies. 5. Look for training opportunities: Search online for training opportunities matching the skills you want to develop. Look for those offering certifications to boost your CV. 6. Use your time wisely: Use your time wisely to build competencies in the most efficient way possible. 7. Practise regularly: Practise the skill or competency you want to develop or improve. Create a daily schedule to ensure you practise regularly. 8. Teach others: Think of teaching others as an opportunity for you to learn twice. When you instruct others on the competencies you're building, it allows you to improve your BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 4 of 18

understanding of them. Question 5 Question: In describing project roles, describe in detail the three assessment dimensions used to determine project roles. Answer: 1. Time: Every project has a target deadline. Project managers usually derive the project timeline based on how long each project task is estimated to be done. 2. Scope: The scope of a project determines what exactly is to be delivered. This determines the requirements that need to be met in order to complete the project. 3. Budget: An organization can only spend so much on any given project. Understanding the target cost allocation and its limits are important to the success of any project. Question 6 Question: Using the PMO Competency Model, explain the steps involved in the application of the model. Answer: Here the steps of the PMO Competency Model in the application of the model:  STEP 1 – Identify the functions implemented by the assessed PMO. Occasional functions not listed as part of the 27 functions assessed may be included, using the same logic described in this paper.  STEP 2 – Review the competencies suggested for each function, including, excluding, or modifying the representation previously suggested by the model.  STEP 3 – Assess the required competencies according to the suggested levels of proficiency, building up a “preferred” profile for the function or service  STEP 4 – Assess the professional responsible for each function, taking into account the suggested competencies and the “preferred” proficiency levels. Thus, a gap analysis in terms of the expected performance is possible.  STEP 5 – Formulate individual development plan aimed at competencies. Once the gaps are identified, it is possible to set an action plan to improve the performance of the professional and, consequently, the function implemented by the PMO.  STEP 6 – Monitor the development of competencies and implement continuous improvement. The last step of the methodology represents how established competencies are managed and the model is renewed, depending on the analysis of the achieved results. Question 7 BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 5 of 18

Question: What is conflict management? Explain three possible causes of conflicts and three possible conflicts management techniques that could be applied. Answer: The conflict management is the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in an organizational setting. The possible causes of conflicts: - Task conflict: Task conflict, often involves concrete issues related to employees’ work assignments and can include disputes about how to divide up resources, differences of opinion on procedures and policies, managing expectations at work, and judgments and interpretation of facts. - Relationship Conflict: relationship conflict, arises from differences in personality, style, matters of taste, and even conflict styles. In organizations, people who would not ordinarily meet in real life are often thrown together and must try to get along. It’s no surprise, then, that relationship conflict can be common in organizations. - Value Conflict: value conflict, can arise from fundamental differences in identities and values, which can include differences in politics, religion, ethics, norms, and other deeply held beliefs. The possible conflicts management techniques: - Try to engage the parties in a collaborative problem-solving process in which they brainstorm possible solutions. When parties develop solutions together, rather than having an outcome imposed on them, they are more likely to abide by the agreement and get along better in the future. - Might invite the colleague out to lunch and try to get to know him or her better. Discovering things you have in common, whether a tie to the same city, children the same age, or shared concerns about problems in your organization, may help bring you together. - Aim to move beyond demonization toward mutual understanding and respect through dialogue. Aim for a cognitive understanding in which you and your co-worker reach an accurate conceptualization of one another’s point of view. Question 10 BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 7 of 18

Question: Identify and explain four examples to improve performance for each of the following: a. Experiential learning b. Formal learning c. Non-formal learning Answer: a) Experiential learning: Is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". For examples: - Internship, Apprenticeship And Management Training - Case-Study Self Study For Leaders - Parent/Caregiver ‘Return ships’ - Parent/Caregiver ‘Return ships’ b) Formal learning: Is the learning that takes place through a structured program of learning that leads to the full or partial achievement of an officially accredited qualification. c) Non-formal learning: is not provided by an education or training institution and typically does not lead to certification. For examples: - Workplace Mentoring - Social Media Engagement - Seminars and Guest Speakers - Ropes Courses Question 11 Question: Explain the three phases of project closing. Answer: 1. Technical Phase: The technical phase, while a bit on a bureaucratic side, creates a true sense of finality among the team and for the organization. 2. Learning Phase: The learning phase of project closure is time dedicated to team reflection on what you’ve done, how you’ve done it, and what you’ve learned now that the project is complete. 3. People Phase: Remember, the team made the project deliverables possible, and recognizing those efforts and the need for emotional closure will leave everyone feeling good and ready to move on, whatever comes next. Question 12 BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 8 of 18

Task 2 – Skills Matrix for Project Team members Case scenario: You are overseeing a team that is creating a new range of furniture for the Spring/Summer 2023 catalogue. The following roles and responsibilities have been assigned to the following people: Team Member Roles and Responsibilities David Concept design and creation of scale models Danielle Market research and analysing customer feedback Giles Building prototypes Karen Material sourcing and purchasing Julia Product testing As part of your project manager role, you are required to:  Monitor suitability of roles to each team member  Monitor planned vs. actual effort  Monitor work of team members  Monitor overall team member input  Provide regular feedback to team members  Facilitate the improvement of performance of project team members. During your monitoring, you have established that the concept designs and scale models that David has produced so far are impeccable. However, he is set to run over the allocated time he was given to create the full range of furniture. BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 10 of 18

Danielle has undertaken some fantastic market research and gained some truly valuable insights into customer requirements, needs, etc. and has finished this before her deadline. It has been succinctly expressed by her into an easy to understand document. The ‘Aussie Backyard’ chair range was intended to have a brown plaid component on each and samples had been obtained from a range of sources by Karen. One sample had been approved by managers, but by the time Karen went to order it for prototypes, it had hugely increased in price. During the product testing stage, the machine that Julia uses to test the strength and durability of tables becomes non-operational and takes five days to fix. When Julia is finally able to test the tables, she finds that the tenth time a table is tested, the legs fracture and the top falls off. Instructions to Students: Based on the above scenario, students are required to complete the Skills Matrix template and the Skills Gap Report below. A sample is provided in BLUE . Answer: Skills / Competencies Problem- solving Flexibility /Adaptability Time Management Communication Teamwork Decision-making NAME POSITION S R G S R G S R G S R G S R G S R G Julia Product Testing 3 5 2 4 4 0 2 5 1 4 4 0 5 5 0 3 4 1 David Concept design and creation of scale models 4 3 2 4 4 1 3 4 1 3 4 1 4 5 0 4 4 1 Danielle Market research 3 4 2 4 2 2 4 3 1 5 3 0 5 5 0 4 4 1 Giles Building prototypes 4 4 0 4 3 1 5 3 1 5 5 0 5 4 1 4 3 1 Karen Material sourcing and purchasing 4 4 1 4 3 0 3 3 1 4 4 1 4 4 0 3 4 1 Legend: BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 11 of 18

 Deals with complex situations holistically, confident decision-making  Sees the overall picture and how individual actions fit within it 5 Expert  Authoritative knowledge of the discipline and deep tacit understanding across areas of practice  Excellence achieved with relative ease  Able to take responsibility for going beyond existing standards and creating own interpretations  Holistic grasp of complex situations. Moves between intuitive and analytical approaches with ease  Sees overall picture and alternative approaches, has a vision of what may be possible Skills Gap Report Name Comments / Suggestions Julia The gap identified was managing their time to complete daily tasks. A time management workshop will be conducted with the whole team reviewing techniques for managing time. A review will be conducted in 1 month. David The gap was solving problem. The risk management training will be get on 1 month later BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 13 of 18

Danielle The gap was problem solving and adaptability, training of risk management will be get soon and will learning to get close with team member. Giles Just a bit gap is about make a decision, will review and improve at the time. Karen The gap was time management, will try to more understand with task and manage time more appropriately for the work. BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 14 of 18

Time Management 4 I met project deadlines and deliverables Problem-solving 4 I identified and addressed project risks in a timely manner, which helped to mitigate potential issues and keep the project on track. Technical 3 I cannot fix some mistake all of system. Teamwork 4 I can arrange workers to suit the job, so the team member can workflow. Adaptability 4 I effectively learning my responsibilities and fast to know about team member. BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 16 of 18

Assessment Activity Satisfactory Needs more evidence Knowledge Questions Question 1   Question 2   Question 3   Question 4   Question 5   Question 6   Question 7   Question 8   Question 9   Question 10   Question 11   Question 12   Practical Assessment Task 1 – Identifying competencies and training methods   Task 2 – Skills Matrix for Project Team members   Task 3 – Project Manager Self-Evaluation   Assessor’s Comments BSBPMG534 V1.05072023© Canterbury Technical Institute - 2023| Page 17 of 18