Student Assessment Pack: Universal Institute of Technology Pty LTD

Universal Institute of Technology Pty Ltd
T/A Universal institute of Technology

Address: Level 1 131 Queen Street, Melbourne, VIC-3000
Ph No: 03 9600 0087, Web: www.uit.edu.au
Email: info@uit.edu.au, ABN No: 33126585920
Student Assessment Pack

Ensure this cover sheet is attached to your work.
Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details

Course code
Course name
Unit code BSBPMG520
Unit name Manage Project governance
Due Date Submission Date
Student Declaration:
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my
submission. I understand that a false declaration is a form of malpractice.
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the
production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which
may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: _ Date: _/ /
Office use only

Receiv Signatur Date
ed by: e: received:
.................................................................................................Tear Here..............................................................................................................
RECEIPT OF LODGEMENT
First Surname UIT Student #:
name: :
Unit Uni
Code: t
Na
me:
Trainer: Due Date
date: submitted:
Version 1, 2020, Next Review: 22 April 2021

Create by: VAM, Approved by: TAC
Office use only
Recei Signatur Date received:
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by:
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ASSESSMENT DETAILS AND RESULTS SHEET
Purpose:
This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also
provides evidence to ASQA that the student has been assessed appropriately, after the student’s assessment is destroyed after the
mandatory 6 months retention period. Under the Public Records Act, this sheet must be retained for 7 years.
Instructions:
Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s
competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together
with all assessment to the VET Academic Manager according to the assessment submission schedule. Please refer to assessment
overview for more information.
Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end
date for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Code: BSBPMG520 Unit name: Manage Project Governance Sufficient evidence
recorded/Outcome: S – Satisfactory
NS – Not Satisfactory
Evide UAT 1- Project Evidence Task 1 Part 1:
nce 1 Type/  Report writing □ S / □ NS (First Attempt)
record Task 1 Method of x1 Task 1 Part 2: □ S / □ NS (Second Attempt)
ed assessment  Position Descriptions X2
nce 1 Type/  Project Governance plan
record Task 2 Method of  E
ed assessment mail Task 2
Part 2:
□ S / □ NS (First Attempt)
 Role play □ S / □ NS (Second Attempt)
 Modified
Governance plan
 Email
 Minutes of the meeting
nce 2 Type/  E □ S / □ NS (First Attempt)
record Task 1 Method of mail Task 1 □ S / □ NS (Second Attempt)
ed assessment Part 2:
 Three reports
nce 2 Type/  Report
record Task 2 Method of
□ S / □ NS (Second Attempt)
ed assessment
Evide UAT 3- Project Evidence Task 1
nce 3 Type/  Written Test
record Task 1 Method of
□ S / □ NS (Second Attempt)
ed assessment
□ Competent
FINAL UNIT OUTCOME
Unit Outcome □ Result not available □ Competent
□ Not Yet Competent
Comments
Assessor’s Name (Print)

Assessor Signature
Date Assessed
DATA ENTRY □ Competent (change result to Competent □ Competent (change result to Competent
(Entered onto TEAMS) and enter date assessed) and enter date assessed)
□ Result not available (do not change result, □ Not Yet Competent (change result to NYC
record submission in notes field) and enter date assessed)
Date: Initials: Date: Initials:

Assessment Overview
Unit Description and Application

This unit describes the skills and knowledge required to establish and implement project governance. It involves identifying,
applying, monitoring and reviewing project governance.
It applies to individuals responsible for managing and leading a project in an organisation, business, or as a consultant.
Pre- Requisites
Not applicable
Co- Requisites
Not applicable
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004 – Applicable in Victoria
 Work Health and Safety Act 2011
Key competencies
The key competencies you will develop and be assessed against in this unit are:
 Facilitate effective decision-making.
 Implement systems and methods.
 Ensure program compliance.
 Enable program support services.
Key competencies
The key competencies you will develop and be assessed against in this unit are:
 Identify project management structure
 Apply project governance policies and procedures
 Monitor and review project governance
Performance Evidence
The assessment tasks for this unit are designed to show evidence of students’ ability to:
 devise and implement a governance plan, with an appropriate project management structure for a project of sufficient
complexity to demonstrate the full range of performance requirements
 demonstrate effective team leadership within context of project governance
 monitor and evaluate a project governance structure
Knowledge Evidence
Students must develop knowledge of the following areas to successfully complete this unit.
 explain escalation and issues management models
 describe frameworks for authority delegations
 identify and analyse organisation or industry governance models in context of the project
 describe project governance plans
 explain methods to moderate and solve conflicts in context of project management
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical
activities experienced in the Management and Leadership – Project Management field of work and include access to:
 examples of project governance documentation
 records of governance implementation in stakeholder and team activities
Assessment Submission Guidelines

 All assessments must be submitted by the due date specified by the Trainer/Assessor on the UIT Learning Management
System (Moodle). To log in to UIT Moodle visit https://uit.learnbook.com.au/login/learnbooklogin.php.
 When submitting assessments students agree that it is their own work, except where acknowledged, and has not been
submitted for academic credit elsewhere.
If you miss an Assessment Deadline:

If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3) working days after
the official due date.
 Proof must be provided to the Student Services Department and may be required to complete an
assessment extension application form.
 If the proof is not provided within the time period, then the student will receive a ‘Not Yet Competent (NYC)’ outcome.
 No supplementary assessments will be scheduled without proof of legitimate absence.
 If the proof of legitimate absence is rejected, the student can appeal to the VET Academic department.
 For more information, please refer to the student handbook.
Re-submission
Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent (NYC) for the unit, you must
re-enrol and pay the required tuition fees for the unit.
Assessment Task and Unit Outcome

All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS).
Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed Competent (C).
If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will be deemed Not Yet
Competent (NYC).
Reasonable Adjustment
At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may be applied. This
means that 'reasonable' adjustments may be made wherever possible; to meet the needs of a student with disability or with other
learning needs. If you require more details about reasonable adjustment, please refer to the student handbook.
Learning support
If you require further assistance in your learning, UIT encourages you to reach out to your Trainer to discuss the areas that you
believe you need further assistance with. If you require further support after consulting your trainer, please see a Student Services
Officer who can arrange a time to discuss your concerns with the VET Academic department.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism
is a serious offence, Universal Institute of Technology may impose severe penalties on students who plagiarise.
For more information on Plagiarism and Cheating, visit UIT’s policy and procedures on the website. www.uit.edu.au.
Appeals
If you are not satisfied with the decision made by a member of UIT staff, you can appeal that decision. For more information on
Complaints and Appeals please see the Appeals policy and procedures on the UIT website. www.uit.edu.au.
Course Credits
If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit transfer. For more
information on course credits please see the Course Credits policy and procedures on the UIT website. www.uit.edu.au.
RPL
If you believe you have sufficient experience and knowledge in this area of study, you may be eligible for Recognition of Prior
Learning (RPL). For more information on applying for RPL please see the Recognition of Prior Learning (RPL) policy and procedure
on the UIT website. www.uit.edu.au.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their
competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing
improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to VET department/administration department in the RTO/person
responsible for looking after the VET department/administration of the UIT.
For more information, please refer to the UIT Student Handbook.
Unit Pre-Assessment Checklist (UPAC)

The above said document (UPAC) are provided as separate attachment along with the unit
assessment Kit. If the student has expressed difficulty in doing the assessment or requested for
Reasonable Adjustment of the assessment in line with UIT’s Reasonable adjustment policy use the
documentation as deemed appropriate.
In the said situation If the student or Trainer / Assessor need further clarification they can contact
UIT’s Vet Academic Manager.
Information on Assessments
1. UAT 1- Project 1
a. Task 1 - Part 1 and Part 2
b. Task 2 - Part 1 and Part 2
2. UAT 2- Project 2
a. Task 1 - Part 1 and Part 2
b. Task 2 - Part 1
3. UAT 3- Project 3
a. Task 1 - Written Test
Applicable conditions
 Written Test
 All knowledge tests are untimed and are conducted as open book tests (this means you
are able to refer to your textbook during the test).
 You must read and answer all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 Project Work
 This project is untimed and conducted as an open book test (this means you can refer to
textbooks or other learner materials during the test).
 Time limit for the role play is 10 minutes.
 Electronic devices are allowed during this assessment task.
 You must complete the task independently
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written skills
and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Resubmissions and reattempts

 Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
 Trainer/Assessor must record the resubmission on the Unit Assessment Result Sheet (UARS).
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your UIT Student Handbook.
Location
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for completing
this assessment task.
Instructions for answering written test:

 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify what
is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question and
do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are using to
write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is
Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment Details and Results Sheet to record the unit
outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
BSBMPG520 Manage Project Governance
General and background information:
Senior Management at Wilson & Jones have recently approved a project to implement a new
Content Management system (CMS). This new CMS will replace the existing CMS, NextGen, which
has been used since 2006. This project is considered critical to the success of the business.
This project is considered critical to the success of the business. The organisation has an existing
project governance policy and the above said project must be executed within the framework of
the existing policy.
You (Student) have been Selected as the Project Manager and you must execute
the following Project. This project (Project 1) is divided into the following
subtasks
To execute the tasks, you have been provided the following documentations:
1. Wilson & Jones Business Governance planning template- Appendix A

2. Wilson & Jones Business Minutes of the meeting- Appendix B
3. Wilson & Jones Business Lessons Learned and Recommendations Template- Appendix C
4. Wilson & Jones Business information Pack- Appendix D
5. Wilson & Jones project governance policy- Appendix E
6. Wilson & Jones project Issues log- Appendix G
UAT 1
Project
1
Task 1 Mapping Elements and Performance criteria
Task description Element Performance criteria
You (Student) have been provided with the 1. Identify 1.1 Determine
project organisational
business information about Wilson and Jones
managemen governance policies,
(Appendix-D) along with the organization’s t structure procedures and
project governance policy (Appendix-E). expectations of project
1. Review the policy and business stakeholders
information and write 1500 words
report (In your own words)
a. Summarising the Wilson
Jones policy & Procedure 1.3 Establish
delegated
and expectation of each of
authorities for
the project stakeholders project decision-
b. Identify the delegated making
authorities who can decide 1.4 Identify and record
differences between
on the decisions related to
the organisation’s
the project functional authorities
c. Identify and articulate the and project
difference between Wilson authorities
Jones Functional Authority
and Delegated Project
authority
The recommended format of the report is as

follows:
 Policy Summary
 Project Delegate Authorities are
 Difference between Functional
Authority and Delegated Project
authority
2.2 Include delegated
authorities within
2. Based on the information provided on
role and project
Project Delegated Authorities position
prepare two different position descriptions
description (PD) of 500 words (In
your own words). The format of the
PD is as follows:
a. Description of the project
b. Tabular Column presenting
Roles and
associated responsibilities
c. Reporting Authority
Unit Assessment Result Sheet (UARS)
Assessment Project 1Task 1 Part 1 and Part 2– Unit Project
Unit code BSBPMG520
Unit name Manage Project Governance.
Outcome of Unit First attempt:
Assessment Task
(UAT) Outcome (please make sure to tick the correct
checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS)
☐
Date: (day)/ (month)/ (year)

Second attempt:
Outcome (please make sure to tick the correct

☐
Feedback to Student First attempt:
Second attempt:
Student Declaration  I declare that the answers I have provided are my own
work. Where I have accessed information from other
sources, I have provided references and or links to my
sources.
 I have kept a copy of all relevant notes and reference
material that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences
of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I
submit must be verifiable as my own.
 I understand that if I disagree with the assessment
outcome, I can appeal the assessment process, and either
re-submit additional evidence undertake gap training and
or have my submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided feedback to the
above- named candidate.
Trainer/Assessor
Signature
Performance Checklist – Project 1 Task 1 part 1
The student prepared a report to Yes No Trainer/Assessor to

stakeholders that complete (Comment and
feedback to
students)
Policy Summary
Project Delegate Authorities are
Difference between Functional Authority and
Delegated Project authority
Performance Checklist – Project 1 Task 2 part 2 Position Description Project Delegate Authority
1
The student prepared a PD Yes No Trainer/Assessor to complete

(Comment and feedback
to students)
Description of the project
Tabular Column presenting Roles and
Reporting Authority
Performance Checklist – Project 1 Task 2 Part 2 Position Description Project Delegate Authority
2
The student prepared a PD Yes No Trainer/Assessor to

complete (Comment and
feedback to
students)
Description of the project
Tabular Column presenting Roles and
Reporting Authority
Project 1
1. You (Student) have been provided 1.5 Adopt, document
with the business information 1. Identify project and communicate
about Wilson and Jones management Structure unambiguous
(Appendix-D) along with the governance plan to
organization’s project governance
relevant
policy (Appendix-E) and project
stakeholders
case study (Appendix F).
a. Read Appendix D, E and F
thoroughly.
b. Use Appendix A and
prepare a Project
Governance Plan in
about 1500 words.
c. Based on the above
prepared governance plan
write an email (500
words) to the relevant
stakeholders inviting them
to attend an organized
consensus meeting. The
email must contain
i. Agenda for
the meeting
ii. Place venue
and time
iii. Copy of
the prepared
governance plan
2. Role Play 2 Apply 2.1 Distribute and

You will Play the role of Project project
Manager- delegate from National governance policies and present
Archives and trainer will play the role information
procedures on governance
of CEO Wilson Jones
a. Make a 10-15 minutes planning to project
presentation briefing team and other
the participants about relevant
the governance plan stakeholders and
b. Using leadership skills ensure common
negotiate and finalise understanding
roles and 1. Identify 1.2 Negotiate clear and
responsibilities of the project
participating management Structure discrete project
stakeholders to governance roles
consolidate and responsibilities
with relevant
the governance
authorities
structure
c. Use Appendix B and
prepare minutes
along the revised
governance plan
(Appendix A) of the
meeting and circulate
to
all key stakeholders.
Performance Checklist – Project 1 Task 2 Part 1
The student prepared an Appendix A Yes No Trainer/Assessor to

and email to stakeholders that complete (Comment and
feedback to
students)
Read Appendix D, E and F thoroughly.
Use Appendix A and prepare a Project
Governance Plan in about 800 words.
Based on the above prepared
governance plan write an email (200 –
300 words) to the relevant stakeholders
inviting them to attend an organized
consensus meeting.
The email must contain
i. Agenda for the meeting
ii. Place venue and time
iii. Copy of the prepared
governance plan

Assessment Project 1Task 2 Part 1 – Unit Project
Unit code BSBPMG520
Assessment Task
☐

Second attempt:

☐
Feedback to Student irsFt attempt:
ecSond attempt:
sources.
of falsifying documentation and plagiarism. I understand
how the assessment is structured. I accept that all work I
Student Signature
Date
Trainer/Assessor
Signature
Assessment Project 1Task 2 Part 2 – Unit Project
Unit code BSBPMG520
Assessment Task
☐

Second attempt:

☐
ecSond attempt:
sources.
how
Student Signature
Date
above-
named candidate.
Trainer/Assessor
Signature
Role Play Observation Checklist – Project 1 Task 2 Part 2
Student name
BSBPMG520 Manage project governance
Unit name and code
Assessor name
Date of observation
During the role play, did Check Comments
the student: Ye N (How did the student demonstrate this?)
s
Open the discussion and explain
the purpose and agenda of the
meeting
Identify performance issues
and their impact on project
outcomes
Seek input from Development

Team Leader on issues affecting
adherence to governance plan
Negotiate an amendment to
governance plan ease bottleneck
in Development Team
Use active listening and

questioning techniques to confirm
understanding of issues
Use formal language and

communication protocols
appropriate to the type of
discussion
Prepared and submitted minutes
of the meeting
Feedback to student:
ASSESSOR I have confirmed the responses given in this report.

Name and signature Date: / /
STUDENT I have read and agree with this report.

Name and signature Date: / /
UAT 2
Project 2
Task 1 Mapping Elements and Performance
1. It has been brought to your 2 Apply project 2.3 Moderate conflicts
(Project Manager) attention governance policies regarding
that front end web developer and procedures
has been indulging writing roles,
server- side scripts and responsibilities and
creating data bases. As a authorities to
result of this action there has support
been interference and clash achievement of
with the roles and project objectives
responsibilities of Back end
web developer. The conflict
between the two has
escalated dramatically.
a. As the Project
manager using
leadership skills write
an email (500 words)
to the concerned staff
members about
i. Each involved
staff member
about roles
and
responsibilitie
s
ii. Positive
reinforcement
s to ensure
that they stick
to the
designed
project
objectives
iii. Warning them
of the
consequences
if they fail to
adhere to
the
instructions in
the email in
resolving the
conflict.
2 Use Appendix G and prepare 3 2 Apply 2.4 Regularly report to
reports date wise of 800 words and project the organisation
circulate via email to all relevant stake governance policies
holders as a part of project and procedures and project
governance in monitoring and authorities on
evaluating evolving situations. The performance
email must address the following
and issues arising
a. Identifying from governance
and evaluating the key arrangements
issue 3 Monitor and review 3.1 Analyse and review
b. Analysis of the impact project governance project governance
of the identified issue impact on achieving
with project project objectives
governance and
project objectives
c. Strategies to
overcome
the identified issues in
a time bound fashion
Assessment Project 2 Task 1 Part 1– Unit Project
Unit code BSBPMG520
Assessment Task
☐

Second attempt:

☐
ecSond attempt:
sources.
of
Student Signature
Date
Trainer/Assessor
Signature
The student prepared an email to Yes No Trainer/Assessor to complete

stakeholders that (Comment and
feedback to students)
Identification of Roles and responsibilities
Positive reinforcements to ensure that they
stick
to the designed project objectives
Warning them of the consequences if they fail
to adhere to the instructions in the email
Unit code BSBPMG520
Assessment Task
☐

Second attempt:

☐
ecSond attempt:
sources.
how
Student Signature
Date
above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on (insert date)
by (insert Name)
Performance Checklist – Project 2 Task 1 Part 2 Email 1
The student prepared an email to Yes No Trainer/Assessor to

feedback to
students)
Identifying the key issue
Analysis of the impact of the identified issue
with project governance and project
objectives
feedback to
students)
objectives

feedback to
students)
objectives
Strategies to resolve the issues in a time
bound
manner
Project 2
1. Use Lessons Learned and 3 3.2 Document lessons
Recommendations learned
template
– Appendix C and prepare a and
report for not more than recommendations
1000 words after the to assist future
Closing Phase projects
of the project
Unit code BSBPMG520
Assessment Task
☐

Second attempt:

☐
Second attempt:
sources.
of
Student Signature
Date
Trainer/Assessor
Signature
The student prepared a report Yes No Trainer/Assessor

to stakeholders that to complete
(Comment and feedback
to students)
Lessons Learned and Recommendations
template Duly filled
UAT 3
Project 3
Written
Questions
Answer key may include the following points but is not limited to the same
1 Explain the two methods from the five given below
a. Withdraw/Avoid
b. Smooth/Accommodate
c. Compromise/Reconcile
d. Force/Direct
e. Collaborate/Problem Solve
to moderate and resolve conflicts in context of project management, the
situations they can be used in and at least one advantage or disadvantage for
each method. Respond in 200– 300 words.
a. Withdraw/Avoid: This technique involves ignoring the problem until
someone else solves it. In this conflict resolution technique, you avoid the
conflict or retreat and allow it to resolve itself. This technique is beneficial
when stakes are low and it is likely the conflict will disappear on its own,
this technique can be used in the following cases:
 Individuals involved in the conflict are not major stakeholders.
 The issue does not require a great time investment.
 An intense argument has already happened, and the individuals
need time to cool off.
 If you do not have enough information to pursue other techniques.
b. Smooth/Accommodate: This technique deals with finding areas of

agreement and tries to smooth the situation and circumvents tough
discussions. In smoothing, you give more consideration to one party than
the other. Here you try to downplay the seriousness of the situation and
behave as if the problem never existed. In smoothing, you give more
consideration to one party than the other. Here you try to downplay the
seriousness of the situation and behave as if the problem never existed.
This technique is useful in the following cases:
 There isn’t enough time to deal with the conflict.

 When only a temporary solution to the problem.
 If the conflict is minor and involves less-influential stakeholders.
2 Describe frameworks for authority delegations. In your response, you must
explain the term ' delegation of authority,'nclude the purpose and benefits of
authority delegation in the project context. Your response should not exceed 250
words
Delegation of authority is the base of superior-subordinate relationship, it involves
following steps: The assignment of duties, granting of authority and creating
responsibility and accountability. The delegation’s framework is a tool aimed at
enhancing standards of accountability and responsibility in decision making. It is
designed to reflect the organisational structure and provide a mechanism to assign
authorities which originate from legislation, policy and procedures. The framework
consists of three broad types of delegations.
1. Banded delegations: Delegations which are assigned to specific bands. The

banding arrangement is designed to make it clear that the delegations held by
positions on lower band levels are also held by those on the bands above them.
2. Specialist delegations: Delegations which are held by occupants of designated
positions. These delegations are held by the specified position.
3. Legislative delegations: Delegations which are prescribed in legislation as only
being exercised by occupants of designated positions. These delegations can only
be held by another person if the delegation is transferrable and the designated
delegate assigns the delegation to another person.
Through delegation, a manager can divide the work and allocate it to the subordinates.
Delegation of authority in a way gives enough room and space to the subordinates to
flourish their abilities and skill. Through delegating powers, the subordinates get a
feeling of importance.
3 Compare and Contrast waterfall model with Flexible model in project
Governance
Waterfall project methodology is a model in which every stage of a product’s life cycle
takes place in sequence. The progress flows steadily downwards through these
phases like a waterfall. Agile software development methodology is the model that
proposes a sequential, linear and iterative approach.
In Waterfall model software development, the process is divided into different phases.
Agile proposes to segregate the development lifecycle into sprints.
In Waterfall, development process should be implemented as one single project. Then
this project is divided into phases. Agile contains a set of different projects that are the
iterations of the different stages. They are focused on improving the quality and
feedbacks from users.
Waterfall software development model is structured and often rigid. Often project
managers prefer Agile as a more flexible model.
According to the iterative Waterfall model in software engineering, all the project
phases are completed at a time. In Agile they follow an iterative development
approach. So some of the phases can appear more than once.
There is no chance to change the requirements once the Waterfall project
development starts. Agile is more flexible and allows changes in the project
development requirements. Even after the planning has been completed.
One more difference between Waterfall and Agile is their individual approach towards
testing and quality. According to Agile, testing is usually performed concurrently with
programming. In Waterfall, testing phase comes after the build phase.
Waterfall approach does not require the participation of customers, as it is an internal
process. However, Agile methodology focuses on clients satisfaction and involves
them to participate throughout the development phase.
Waterfall iterative model is good for projects with clearly defined requirements and
without expected changes. Agile allows changing and evolving the requirements.
4 Discuss the importance of the following salient features in a project governance
plan in not more than 200 words
 Identifying Key stake holders
 Purpose of the project
 Identifying Key stake holders

Is important not only for determining who a project's stakeholders are but also for
determining the best way or ways to manage their expectations.
Every stakeholder, regardless of his level, wants or expects something from the
project or its outcome.
 Purpose of the project

Is important because it ensures what is being delivered, is right, and will deliver
real value against the business opportunity. Every client has strategic goals and
the projects that we do for them advance those goals.
5 Using the model provided below
Yes
Validation and Tracking and Issue Resolution
Identification Analysis
and Prioritization Reporting Resolved?
Closure
No
Escalation
Describe in 200 words as a project manager how would you identify issues
and escalate to appropriate stake holders the following scenario
“Development team members contacting client directly to procure assets. Client has
multiple contact points.”
As a Project Manager, I would identify the issue by having a communication plan
with my team and the customers. I will establish second point of contact on client
side for development team to liaise with for procurement of assets and dedicated
development team liaison improve communication speed. It is very important to
work with the stake holder in charge of this area.
Assessment Project 3 Task 1 – Unit Project
Unit code BSBPMG520
Assessment Task
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sources.
how the assessment is structured. I accept that all work I
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Unit Pre-Assessment Checklist (UPAC)

Resubmissions and reattempts

Instructions for answering written test:

How your trainer/assessor will assess your work

1. Wilson & Jones Business Governance planning template- Appendix A

The recommended format of the report is as

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Performance Checklist – Project 1 Task 1 part 1

The student prepared a report to Yes No Trainer/Assessor to

The student prepared a PD Yes No Trainer/Assessor to complete

The student prepared a PD Yes No Trainer/Assessor to

2. Role Play 2 Apply 2.1 Distribute and

The student prepared an Appendix A Yes No Trainer/Assessor to

Unit Assessment Result Sheet (UARS)

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Seek input from Development

Use active listening and

Use formal language and

ASSESSOR I have confirmed the responses given in this report.

STUDENT I have read and agree with this report.

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Performance Checklist – Project 2 Task 1 Part 1

The student prepared an email to Yes No Trainer/Assessor to complete

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Performance Checklist – Project 2 Task 1 Part 2 Email 1

The student prepared an email to Yes No Trainer/Assessor to

Performance Checklist – Project 2 Task 1 Part 2 Email 3

The student prepared an email to Yes No Trainer/Assessor to

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct

Performance Checklist – Project 2 Task 2 Part 1

The student prepared a report Yes No Trainer/Assessor

b. Smooth/Accommodate: This technique deals with finding areas of

 There isn’t enough time to deal with the conflict.