Reach - BSBPMG531 Learner Workbook

BSBPMG531
Manage Project Time

Learner Workbook
Contents
Instructions to Learner...............................................................................................................4
Assessment instructions.....................................................................................................4
Assessment requirements...................................................................................................7
Candidate Details.......................................................................................................................8
Assessment – BSBPMG531 - Manage project time..........................................................8
Scenario for Activity 1 – 3.........................................................................................................9
Project Description............................................................................................................................9
Benefits...............................................................................................................................................9
Funding...............................................................................................................................................9
Timetable............................................................................................................................................9
Activities..................................................................................................................................10
Activity 1A.......................................................................................................................10
Work Breakdown Structure Template.....................................................................................11
Mapping to Unit of competency details...........................................................................12
Activity 1A checklist – for assessor.................................................................................13
Activity 1B.......................................................................................................................14
Activity 1B checklist – for assessor.................................................................................16
Activity 1C.......................................................................................................................17
Activity 1C checklist – for assessor.................................................................................19
Activity 2A.......................................................................................................................20
Activity 2B.......................................................................................................................23
Activity 2B checklist – for assessor.................................................................................25
Activity 2C.......................................................................................................................26
Activity 2C checklist – for assessor.................................................................................28
Activity 2D.......................................................................................................................29
Activity 2D checklist – for assessor.................................................................................31
Activity 3A.......................................................................................................................32
BSBPMG531 – Manage Project Time – Learner Workbook Page 2 of 48

Summative Assessments..........................................................................................................35
Section A: Skills Activity.................................................................................................36
Section B: Knowledge Activity (Q & A).........................................................................37
Summative Assessments: Section B checklist.................................................................41
Section C: Performance Activity.....................................................................................43
Summative Assessments: Section C checklist.................................................................46
Competency record to be completed by assessor.....................................................................47

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active
participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally.
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action. Collusion
or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will not be accepted (unless, prior written confirmation is provided
by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of
competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your
assessor and will be given another chance to resubmit your assessment task(s). If you are still
deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any
time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring that
you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you to
provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy
with your assessment and/or the outcome as a result of that treatment, you have the right to
lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like
to proceed further with the request after discussions with your trainer/assessor, you need to
lodge your appeal to the Reach website, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance
criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and
summative) in this workbook and have them deemed satisfactory by the assessor. If you do
not answer some questions or perform certain tasks, and therefore you are deemed to be Not
Yet Competent, your trainer/assessor may ask you supplementary questions to determine
your competence. Once you have demonstrated the required level of performance, you will
be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit
your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies
as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please
contact your assessor to discuss your options. You have the right to formally appeal any
outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details
Assessment – BSBPMG531 - Manage project time
Please complete the following activities and hand in to your trainer/assessor for marking.
This forms part of your assessment for BSBPMG531 - Manage project time.
Name: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
Submission Due date _______________________________________________________

Scenario for Activity 1 – 3
Sydney to Newcastle Faster Rail – Planning

Project Description
Sydney to Newcastle is one of the oldest and busiest regional passenger lines in Australia.
The 117km corridor has tight curves and steep gradients resulting from geographic
limitations and an alignment dating back to the 1880s. These constraints, and the
interaction between passenger and freight trains, restricts the number of speed and
passenger trains that can operate in the corridor. The current travel time from Sydney to
Newcastle by rail is around 2.5 hours compared to around 2 hours by road.
The Australian and New South Wales Government completed a strategic business case for
faster passenger rail between Sydney and Newcastle in 2019. The business case for faster
rail passenger rail given expected population growth and future development opportunities
along the corridor. In 2016, Infrastructure Australia also assessed upgrading the corridor as
a "priority initiative".
This further funding will finalise the scope, cost timing and delivery of faster rail projects
along the corridor and facilitate a detailed assessment of projects by Infrastructure
Australia. The project will also consider value sharing opportunities and possible
alternative funding and financing mechanisms in partnership with the New South Wales
Government.
Benefits
 Improved passenger rail services.

 Improved freight rail services.
 Reduced congestion and improve travel times.
 Planning and design of future public investments.
Funding
The Australian Government has committed $15 million towards this project.
Timetable
The project is expected to commence in mid-2021 and be completed in mid- 2023.

Activities
Complete the following activities individually or in a group (as applicable to the specific
activity and the assessment environment).
Activity 1A
Estimated Time 45 Minutes
Objective 1.1 To provide you with an opportunity to develop

work breakdown structure with sufficient detail to
enable effective planning and control
1.2 To provide you with an opportunity to estimate
duration and effort, sequence and dependencies of
tasks, to achieve project deliverables
Refer to the project scenario and research what documents you will need to review that are
relevant to the project you are managing.
Based on the documents you have reviewed, create a Work Breakdown Structure (WBS).
Use and complete the template you have been provided below for creating a WBS.
While creating the WBS, you must discuss the following:
1. What project management tool did you use to create the WBS?
2. What project management technique did you use to create the WBS?
3. What project management tool did you use to estimate the duration and effort
required to achieve project deliverables?
4. What project management technique did you use to estimate the duration and effort
required to achieve project deliverables?

The WBS Template:
Work Breakdown Structure Template
Prepared by
Name
Role
Date
Project Information
Project title
Company name
Project manager
Supplementary Documents
Project
title
Activity Activity
1 2
Task 1 Task 2 Task 1 Task 2
Subtask Subtask Subtask Subtask Subtask Subtask Subtask Subtask

1 2 1 2 1 2 1 2
Subtask Subtask Subtask Subtask
3 4 3 4
Approval
Name
Role
Signature
Date

Mapping to Unit of competency details
BSBPMG531 - Manage project time
Foundation Skills
Elements and
Performance Oral
Readin Numerac Planning &
Criteria Writing Commun Teamwork Technology
g y Organising
i-cation
1. Determine
project schedule
1.1 Develop work
breakdown
structure with
sufficient detail to    

enable effective
planning and
control
1.2 Estimate
duration and effort,
sequence and
dependencies of    

tasks, to achieve
project
deliverables
Performance
develop a project schedule using project management tools and techniques
Evidence

Activity 1A checklist – 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.
Checklist
Learner has correctly created WBS based on the reviewed document and Yes No
used the provided template. (Please circle)
Learner has correctly identified project management tool that he/she Yes No
selected to create the WBS. (Please circle)
Learner has correctly identified project management technique that she/he Yes No
used to create the WBS. (Please circle)
Learner has correctly identified project management tool that she/he used Yes No
to estimate the duration and effort required to achieve project deliverables. (Please circle)
Learner has correctly identified project management technique that she/he Yes No
used to estimate the duration and effort required to achieve project (Please circle)
deliverables
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory

Activity 1B
Estimated 30 Minutes
Time
Objective 1.3 To provide you with an opportunity to use project scheduling
tools and techniques to identify schedule impact on project time
management, resource requirements, costs and risks
Refer to the project scenario and complete an assessment of the impacts of the project
schedule. You must provide relevant information to the project schedule’s impact on the
following areas:
 Project time management
 Resource requirements
 Costs
 Risks

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
1. Determine
project schedule
1.3 use project
scheduling tools
and techniques to
identify schedule
impact on project    
time management,
resource
requirements, costs
and risks
Performance
manage project time on at least two occasions.
Evidence

Activity 1B checklist – for assessor
Checklist
Learner has correctly provided relevant information to the project Yes No
schedule’s impact on the project time management. (Please circle)

schedule’s impact on the resource requirements. (Please circle)

schedule’s impact on the costs. (Please circle)

schedule’s impact on the risks. (Please circle)
Comments
The learner’s performance

Not yet satisfactory Satisfactory
was:

Activity 1C
Time
Objective 1.4 Contribute to achieving an agreed schedule baseline and
communication of the schedule to stakeholders
Discuss how you will work with relevant members of the project team to achieve an agreed
schedule baseline.
You will also discuss your communication method with relevant stakeholder to achieve
agreed schedule baseline.

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
1. Determine
project schedule
1.4 Contribute to
achieving an
agreed schedule
baseline and  
communication of
the schedule to
stakeholders
Performance
Evidence

Activity 1C checklist – for assessor
Checklist
Learner has correctly discussed how he/she will work with relevant Yes No
members of the project team to achieve an agreed schedule baseline. (Please circle)
Learner has correctly discussed communication method with relevant Yes No

stakeholder to achieve agreed schedule baseline. (Please circle)
Comments

Activity 2A
Time
Objective 2.1 Implement mechanisms to measure, record and report progress of
activities according to agreed schedule
Refer to the scenario provided above discuss how you can implement mechanisms for
measuring and recording the progress of the project’s activities by providing details for the
following:
 Perform secondary research and discuss relevant policies and procedures that can
be used as monitoring mechanisms for your project.
 Identify the workplace resources required
 Prepare documents of the output from the mechanisms put in place, e.g.,
spreadsheet trackers, copies of project calendars, etc.
 Prepare and demonstrate any one of these documents (the project’s approved
schedule management plan or progress reports or updated schedules)
 Prepare any one of the documents demonstrating relevant communication with
project team member (meeting minutes or email threads or screenshots of
messaging apps)

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
2. Implement
project schedule
2.1 Implement
mechanisms to
measure, record
and report progress    
of activities
according to
agreed schedule
Performance
Evidence

Checklist
Learner has discussed how she/he can implement mechanisms for Yes No
measuring and recording the progress of the project’s activities. (Please circle)
Learner has provided details by secondary research and discussing relevant Yes No
policies and procedures that can be used as monitoring mechanisms for
(Please circle)
his/her project.
Learner has provided details by identifying the workplace resources Yes No

required. (Please circle)
Learner has provided details by preparing documents of the output from the Yes No
mechanisms put in place, e.g., spreadsheet trackers, copies of project
(Please circle)
calendars, etc.
Learner has provided details by preparing and demonstrating any one of Yes No
these documents (the project’s approved schedule management plan or
(Please circle)
progress reports or updated schedules).
Learner has provided details by preparing any one of the documents Yes No
demonstrating relevant communication with project team member (meeting
(Please circle)
minutes or email threads or screenshots of messaging apps).
Comments

Activity 2B
Time
Objective 2.2 Conduct ongoing analysis to identify baseline variance
2.3 Analyse and forecast impact of changes to the schedule
1. Refer to the task scenario given above and monitor project progress and discuss how to
document your analysis of any variances for the following times:
 During the initial part of project execution
 In the middle of project execution
 Near the end of project execution
2. Also discuss how you can Analyse and forecast impact of changes to the schedule?

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
2. Implement
project schedule
2.2 Conduct
ongoing analysis
   
to identify baseline 
variance
2.3 Analyse and
forecast impact of
    
changes to the
schedule
 manage project time on at least two occasions.
Performance  conduct a review of project scheduling and recommend improvements for the
Evidence
future.

Activity 2B checklist – for assessor
Checklist
Learner has correctly discussed how to document his/her analysis of any Yes No
variances during the initial part of project execution. (Please circle)
variances in the middle of project execution. (Please circle)
variances near the end of project execution. (Please circle)
Learner has correctly discussed how he/she can Analyse and forecast impact Yes No
of changes to the schedule. (Please circle)
Comments

Activity 2C
Time
Objective 2.4 Review progress throughout project life cycle and implement
agreed schedule changes
Discuss your method for reviewing progress throughout project life cycle and how you can
implement agreed schedule changes?
Prepare a phase review form which can help summarise the outcome.

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
2. Implement
project schedule
2.4 Review
progress
throughout project
   
life cycle and
implement agreed
schedule changes
Performance
Evidence

Activity 2C checklist – for assessor
Checklist
Learner has correctly discussed the method for reviewing progress Yes No
throughout project life cycle. (Please circle)
Learner has correctly provided the solution how he/she can implement Yes No
agreed schedule changes. (Please circle)
Learner has correctly prepared a phase review form. Yes No

(Please circle)
Comments

Activity 2D
Time
Objective 2.5 Develop responses to potential or actual schedule changes and
implement them to maintain project objectives
Refer to your previous activities of 2A to 2C and develop responses to potential or actual
schedule changes and implement them to maintain project objectives.
Also provide the five steps of schedule change control system.

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
2. Implement
project schedule
2.5 Develop
responses to
potential or actual
schedule changes  
and implement
them to maintain
project objectives
Performance
Evidence

Activity 2D checklist – for assessor
Checklist
Learner has correctly developed responses to potential or actual schedule Yes No
changes to maintain project objectives. (Please circle)
Learner has correctly provided the five steps of schedule change control Yes No
system. (Please circle)
Comments

was:

Activity 3A
Time
Objective 3.1 Review schedule performance records to determine effectiveness
of time management activities
3.2 Identify and document time management issues and recommend
improvements
1. Provide what time management activities you could have used for the project.
2. Analyse the effectiveness of the time management activities that you have discussed and
recommend improvements based on your analyses.
3. Prepare a scheduling chart such as Gantt chart and provide visual aid for the project
schedule
4. Refer to the task scenario and your response to activity 3A. Identify and document time
management issues and recommend feasible improvements.

Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
3. Assess time
management
outcomes
3.1 Review
schedule
performance
records to
  
determine
effectiveness of
time management
activities
3.2 Identify and
document time
management issues   
and recommend
improvements
 manage project time on at least two occasions.
Performance
 conduct a review of project scheduling and recommend improvements for the
Evidence
future.

Checklist
Learner has correctly provided time management activities which could Yes No
have used for the project. (Please circle)
Learner has correctly analysed the effectiveness of the time management Yes No
activities that he/she has discussed and recommend improvements based on
(Please circle)
his/her analyses.
Learner has correctly prepared a scheduling chart such as Gantt chart and Yes No
provide visual aid for the project schedule (Please circle)
Learner has correctly identified and documented time management issues Yes No
and recommended feasible improvements. (Please circle)
Comments

was:

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge
and performance, as required to show competency in this unit. These activities should be
completed after finishing the Learner Guide. You should complete these as stated below and
as instructed by your trainer/assessor.
Skills, knowledge, and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed
by observation (by the assessor or third party, depending on the circumstances). In some
cases, skills will be demonstrated in writing, where the criteria fits.
It will demonstrate all of the skills required for this unit of competency – your assessor will
provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you
a series of questions to confirm your competency for all of the required knowledge in the unit
of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the

workplace or a simulated environment. You should demonstrate the required practical tasks
for the unit of competency and be observed by the assessor and/or third party, as applicable to
the situation. If the third party is required to observe you, you will need to make the required
arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios, or any
evidence of competency to this workbook.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for
this unit.
This activity will enable you to demonstrate the following skills:

SKILL DESCRIPTION
Reading  Identifies, interprets and analyses textual information obtained
from a range of sources
Writing  Drafts and develops documentation required for project

scheduling and reporting using appropriate formats and
language
Oral  Participates in verbal exchanges using clear and detailed

Communication language and appropriate non-verbal features to convey
expectations and advise others on progress
Numeracy  Calculates time requirements for project scheduling
 Uses basic mathematical formula to determine costs and other

necessary resources
Teamwork  Identifies requirements of important communication

exchanges, selecting appropriate channels, format, tone and
content to suit purpose and audience
Planning and  Plans and schedules complex activities, monitors

organising implementation and manages relevant communication
 Monitors actions against goals, adjusting plans and resources
where necessary
 Uses analytical skills to review and evaluate process and

decide on future improvements
Technology  Uses digital applications to access, organise, integrate and

share relevant information in effective ways
The foundation skills are covered in above activities and the Performance Activity for
this unit.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required
knowledge for this unit.
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the
elements, performance criteria and foundation skills of this unit, including knowledge of:
 estimation techniques to determine task duration and resource effort

 procedures for identifying critical path
 procedures for managing project baselines, establishment and variance
 project life cycle phases
 best-practice time management methodologies, their capabilities, limitations,
applications and outcomes
 key tools for project scheduling
 work breakdown structures and how they apply to project schedules.
Answer each question in as much detail as possible.
Question 1: Listed below are estimation techniques for determining task duration. Briefly
describe each
 Analogous estimating
 Parametric estimating
 Three-point estimating
 Expert judgment estimating
 Reserve analysis
Question 2: Listed below are estimation techniques for determining resource effort. Briefly
describe each of the following:
 Expert judgment estimating

 Alternative analysis
 Published estimating data
 Bottom-up estimating
 Use of project management software

Question 3: Outline the steps involved in identifying the critical path of a project. Briefly
describe each step
Question 4: Identify the different phases of the project life cycle. Briefly describe each
phase.
Question 5: Listed below are best-practice time management methodologies.
For each one, briefly describe
 The methodology itself. You must include in your description the capabilities of the
methodology.
 Its limitations
 Its applications
 Its outcomes
Question 6: Listed below are tools used for project scheduling. Briefly describe each
 Timesheets
 Task lists
 Shared calendars
 Automated scheduling tools
Question 7: Answer the following questions about work breakdown structures (WBS).
i. Briefly explain what a WBS is.
ii. How does the WBS help determine project deliverables?
iii. How does the WBS help determine the sequence of activities on a project?


Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
1. Determine
project schedule
1.1 Develop work
breakdown
structure with

enable effective
planning and
control
1.3 use project
scheduling tools
and techniques to
identify schedule
time management,
resource
requirements, costs
and risks
2. Implement
project schedule
2.2 Conduct
ongoing analysis
   
variance
2.5 Develop
responses to
potential or actual
and implement
them to maintain
project objectives
3. Assess time
management
outcomes
3.1 Review
schedule
performance
records to
  
determine
effectiveness of
time management
activities

3.2 Identify and
document time
and recommend
improvements
 estimation techniques to determine task duration and resource effort
 procedures for identifying critical path
 procedures for managing project baselines, establishment and variance
 project life cycle phases
Knowledge
 best-practice time management methodologies, their capabilities, limitations,
Evidence
applications and outcomes
 key tools for project scheduling
 work breakdown structures and how they apply to project schedules.

Summative Assessments: Section B checklist
performance as relevant to the summative assessment. Indicate in the table below if the
learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Checklist
Learner has correctly described the term of analogous estimating. Yes No
(Please circle)
Learner has correctly described the term of parametric estimating. Yes No

(Please circle)
Learner has correctly described the term of three-point estimating. Yes No

(Please circle)
Learner has correctly described the term of expert judgment estimating. Yes No
(Please circle)
Learner has correctly described the term of reserve analysis. Yes No

(Please circle)
Learner has correctly described the term of expert judgment estimating. Yes No
(Please circle)
Learner has correctly described the term of alternative analysis. Yes No

(Please circle)
Learner has correctly described the term of published estimating data. Yes No
(Please circle)
Learner has correctly described the term of bottom-up estimating. Yes No

(Please circle)
Learner has correctly described the term of use of project management Yes No
software. (Please circle)
Learner has outlined the steps involved in identifying the critical path of a Yes No
project and briefly described each step. (Please circle)
Learner has identified the different phases of the project life cycle and Yes No
briefly described each phase. (Please circle)
Learner has correctly described the term of the methodology itself with its Yes No
capabilities. (Please circle)
Learner has correctly described its limitations. Yes No

(Please circle)
Learner has correctly described its applications. Yes No

(Please circle)
Learner has correctly described its outcomes. Yes No

(Please circle)
Learner has correctly described the term of timesheets. Yes No

(Please circle)
Learner has correctly described the term of task lists. Yes No

(Please circle)
Learner has correctly described the term of shared calendars. Yes No

(Please circle)
Learner has correctly described the term of automated scheduling tools. Yes No
(Please circle)
Learner has correctly described the term of WBS. Yes No

(Please circle)
Learner has correctly described how the WBS helps determine project Yes No
deliverables. (Please circle)
Learner has correctly described how the WBS helps determine the sequence Yes No
of activities on a project. (Please circle)
Comments

was:
Section C: Performance Activity
Objective: To provide you with an opportunity to show you have the required
knowledge for this unit.
The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:
 manage project time on at least two occasions.
In the course of the above, the candidate must:
 develop a project schedule using project management tools and techniques

 conduct a review of project scheduling and recommend improvements for the future.
Answer each question in as much detail as possible.
Refer to the case study of NSW CBD and South East Light Rail Project provided by your
trainer and perform the following:
Question 1: Demonstrate how you can manage project time on at least two occasions.
Question 2: Develop a project schedule using project management tools and techniques
Question 3: Conduct a review of project scheduling and recommend improvements for the
future.


Foundation Skills
Elements and
Performance Oral
g y Organising
i-cation
1. Determine
project schedule
1.1 Develop work
breakdown
structure with

enable effective
planning and
control
1.2 Estimate
duration and effort,
sequence and
dependencies of    

tasks, to achieve
project
deliverables
1.3 use project
scheduling tools
and techniques to
identify schedule
time management,
resource
requirements, costs
and risks
1.4 Contribute to
achieving an
agreed schedule
baseline and  
communication of
the schedule to
stakeholders
2. Implement
project schedule
2.1 Implement
mechanisms to
measure, record
and report progress    
of activities
according to
agreed schedule
2.2 Conduct
ongoing analysis
   
variance

2.3 Analyse and
forecast impact of
    
changes to the
schedule
2.4 Review
progress
throughout project
   
life cycle and
implement agreed
schedule changes
2.5 Develop
responses to
potential or actual
and implement
them to maintain
project objectives
3. Assess time
management
outcomes
3.1 Review
schedule
performance
records to
  
determine
effectiveness of
time management
activities
3.2 Identify and
document time
and recommend
improvements
 manage project time on at least two occasions.
 develop a project schedule using project management tools and techniques
Performance
Evidence  conduct a review of project scheduling and recommend improvements for the
future.

Summative Assessments: Section C checklist
performance as relevant to the summative assessment. Indicate in the table below if the
learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Checklist
Learner has correctly demonstrated how he/she manages project time. Yes No
(Please circle)
Learner has correctly developed a project schedule using project Yes No

management tools and techniques. (Please circle)
Learner has correctly conducted a review of project scheduling and Yes No

recommend improvements for the future. (Please circle)
Comments

was:

Competency record to be completed by assessor
performance as relevant to the overall unit. Indicate in the table below if the learner is
deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Learner is deemed: Not yet competent Competent
Comments from trainer/assessor:
Assessor’s signature

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BSBPMG531

Manage Project Time

BSBPMG531 – Manage Project Time – Learner Workbook Page 2 of 48

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 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 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,

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

 Portfolios – annotated and validated

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Submission Due date _______________________________________________________

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Sydney to Newcastle Faster Rail – Planning

 Improved passenger rail services.

The project is expected to commence in mid-2021 and be completed in mid- 2023.

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Objective 1.1 To provide you with an opportunity to develop

While creating the WBS, you must discuss the following:

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Task 1 Task 2 Task 1 Task 2

Subtask Subtask Subtask Subtask Subtask Subtask Subtask Subtask

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Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

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Learner has correctly provided relevant information to the project Yes No

Learner has correctly provided relevant information to the project Yes No

Learner has correctly provided relevant information to the project Yes No

Provide your comments here:

The learner’s performance

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Learner has correctly discussed communication method with relevant Yes No

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

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Learner has provided details by identifying the workplace resources Yes No

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

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Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

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Learner has correctly prepared a phase review form. Yes No

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

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