1579 Project Human Resources Work Book Lect

BSB41515 CERTIFICATE IV IN PROJECT
MANAGEMENT PRACTICE
Resource
Project Management
Human Resources 1
BSBPMG413 Apply Project Human Resources Management Approaches
ii
This workbook has been designed for use in conjunction with

information and materials provided at lecture and tutorial
sessions.
Students should attend all timetabled sessions so they can

obtain all subject information. Students should read and
understand all materials provided.
Information that is available in digital form is not included in

this workbook in the interest of the environment.
Publisher: Young Rabbit Pty Ltd

(A.C.N. 003 381 182) trading as
Australian Pacific College
Ground Floor, 189 Kent Street
Sydney NSW 2000
Australia
Tel: (02) 9251 7000
Edition: 1st Edition
Release date: February 2017
Australian Pacific College
License agreement with international

copyright available upon request.
Lower Ground, 189 Kent Street

Kent St Campus (CBD)
Sydney NSW 2000
P (61 2) 9251 7000
F (61 2) 9251 7575
Web: www.apc.edu.au
CRICOS Provider: Young Rabbit Pty Ltd – 01331F
ABN: 28 003 381 182
RTO PROVIDER: 90396
Front cover image sourced from: www.rightsonsite.org.au
WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

BSB41515 CERTIFICATE IV IN PROJECT MANAGEMENT PRACTICE | PROJECT HUMAN RESOURCES 1_V1.2
iii
Contents
Unit of Competency........................................................................................... iv
BSBPMG413 Apply Project Human Resources Management Approaches....... iv
Grading System................................................................................................ iv
Assessment 1.................................................................................................... v
Assessment 2................................................................................................... vi
Legend............................................................................................................. vii
1. Assist in Determining Human Resource Requirements................................. 1
Activity 1.1..............................................................................................................2
Activity 1.2..............................................................................................................4
Activity 1.3..............................................................................................................6
2. Contribute to Establishing and Maintaining Productive Team Relationships.7
Activity 2.1..............................................................................................................8
Activity 2.2............................................................................................................10
Activity 2.3............................................................................................................12
Activity 2.4............................................................................................................14
Activity 2.5............................................................................................................16
3. Assist with Human Resource Monitoring..................................................... 17
Activity 3.1............................................................................................................18
Activity 3.2............................................................................................................20
Activity 3.3............................................................................................................22
Activity 3.4............................................................................................................24
Activity 3.5............................................................................................................26
Activity 3.6............................................................................................................28
4. Contribute to Evaluating Human Resource Practices.................................. 29
Activity 4.1............................................................................................................30
Activity 4.2............................................................................................................31
Appendix 1 - References.................................................................................. 32

iv
UNIT OF COMPETENCY
BSBPMG413 Apply Project Human Resources
Management Approaches
ELEMENT
1. Assist in determining human resource requirements
2. Contribute to establishing and maintaining productive team relationships
3. Assist with human resource monitoring
4. Contribute to evaluating human resource practices
For further information on the Units of Competency, please visit

www.training.gov.au, or refer to your Course Outline booklet.
GRADING SYSTEM
High Distinction (HD) 85% and above
Distinction (D) 75-84%
Credit (Cr) 65-74%
Pass (P) 50-64%
Not yet competent (NYC) Below 50%

v
ASSESSMENT 1
BSB41515
Course Name
Certificate IV in Project Management Practice
Subject/module Project Human Resources 1
Assessment method Written or Oral Questions
Due date Session 5
Weighting 50%
BSBPMG413
Units of Competency Apply Project Human Resources Management
Approaches
Instructions
1. Assessments will be provided by your trainer.
2. Assessments should be completed as per trainer’s instruction.
3. The assessment must be submitted by the session mentioned above in
the due date.
4. Your assessment should be presented as a word-processed document
addressing all elements of the assessment.
5. Plagiarism is copying someone else’s work and submitting it as your own.
Any plagiarism will result in a mark of zero.
6. A list of references must be included.
7. Trainer will advise if a hard copy of the assessment is required or
whether the assessment should be digitally uploaded.

vi
ASSESSMENT 2
BSB41515
Course Name
Certificate IV in Project Management Practice
Subject/module Project Human Resources 1
Assessment method Written or Oral Questions
Due date Session 8
Weighting 50%
BSBPMG413
Units of Competency Apply Project Human Resources Management
Approaches
Instructions
1. Assessments will be provided by your trainer.
2. Assessments should be completed as per trainer’s instruction.
3. The assessment must be submitted by the session mentioned above in
the due date.
4. Your assessment should be presented as a word-processed document
addressing all elements of the assessment.
5. Plagiarism is copying someone else’s work and submitting it as your own.
Any plagiarism will result in a mark of zero.
6. A list of references must be included.
7. Trainer will advise if a hard copy of the assessment is required or
whether the assessment should be digitally uploaded.

vii
LEGEND
Not all ICONS are used in this workbook
Research/Investigate
This tells you to go and find out some information
Activity/Provide notes
This indicates that you need to take notes and/or complete
an exercise/activity in this workbook
Reference material/manuals
This means you should look to sample of organisations’
policies and procedures or to some other learning material,
resources to complete this exercise/activity.
Think
Take some time to think about the information and record
your own ideas
Talk
Talk to your peers, colleagues – swap ideas.
Reading
Selected extra reading requirements.
You
Sydney Ferries
Youtube
Selected Youtube requirements.
Tube

1
1. ASSIST IN DETERMINING HUMAN RESOURCE

REQUIREMENTS
1.1 – Analyse work breakdown structure to determine human
resource requirements
Work breakdown structure
A work breakdown structure allows you to see the different components to a plan.
From this you can determine your human resource needs.
Work breakdown structure may include:
ff Activity and task descriptors – these describe the various tasks that need to be
completed.
ff High-level deliverables framework – deliverables are different outcomes of a
plan, they will be presented in sequenced phases e.g. 1, 2, 3
ff Multi-level task granulation – this breaks down your project into more
manageable pieces, for example:
• Initial overview/description
• Activities and their order/dependencies
• Financial estimate
• Time-length estimate.
ff Work breakdown task dictionary – this is a document (much like a glossary)
that can be used in conjunction with your breakdown to provide definitions of
terms found in the plan).
Determining human resource needs
Using your work breakdown structure, you can now determine the human
resource needs of the project.
Human resource requirements may include:
ff Availability and continuity
ff Forms of engagement
ff Resource responsibility allocation matrix
ff Task skill requirements
ff Time estimates to task.

2
Activity 1.1
1. What four elements might your work breakdown structure include?
2. Give a brief description of each of the elements.
3. What human resource requirements might there be?

3
1.2 – Prepare a skills analysis of project personnel against project

task requirements
Preparing a skills analysis
The next step is to prepare a skill analysis to determine which personnel will
best suit the project.
A skills analysis may include:
ff Identifying skill competence of personnel
ff Identifying skill needs for tasks
ff Identifying skill gaps.
You will need to identify personnel with the appropriate
skills. To do this you should look at what needs to be done
and ask yourself who the appropriate person would be for
that job.
Criteria for selection may include:
ff Qualifications
ff Experience and relevancy
ff Internal versus external
ff Location (or willingness and capability to travel)
ff Availability
ff Personality – type of person.
This information can be determined via CV’s, cover letters/personal statements,
certificates, references, aptitude or personality tests. For example, if you need a
webpage creating – you may need somebody with web designing experience?
More than likely, few people will fit your idea of an ideal candidate and it is
therefore important to decide on what the qualifying features will be e.g. in the
form of essential and desirable criteria. If a strong candidate has a skills gap in
I.T. and this is desirable for the activities described then training is a possible
option. You could also look at complimentary skill sets e.g. if there is someone
in the team with very good I.T. skills they could support the team member who
lacks in this skill set.
Useful skills for project management may include:
ff Time management
ff Communication and interpersonal
ff Technical e.g. knowledge of field, I.T, financial.
ff Problem solving
ff Teamwork.

4
Activity 1.2
1. What does a skills analysis include?
2. What criteria may you have to consider when deciding on a team member?
3. What type of skills would someone need for a project planning/management

role?

5
1.3 – Assist in assigning responsibilities for achieving project

deliverables
Assigning responsibilities
Assigning responsibilities is important for achieving project deliverables.

You should organise a meeting to communicate responsibilities. If you need
to delegate responsibility you could advertise internally so that people can
volunteer themselves. This is a good way to ensure you get the most motivated
people for the position.
Before the meeting you should know:
ff Who your team members are, what their skills are in
ff The individual tasks that need to be done
ff What order the tasks need to be done in
ff The method for communicating responsibilities.
You should create a plan of the project to communicate to team members.
Producing a Gantt chart e.g. using Microsoft Projects is useful to see how
different tasks are interlinked. This is particularly useful to handle the changing
requirements of a project.
You can then send team members a copy of your plan and how they fit into it
via email or hand out to people during the meeting. This way if there are any
problems with the tasks they have been given or the dates then they can inform
you in plenty of time.

6
Activity 1.3
1. You have organised a meeting to communicate responsibilities. What should

you know before the meeting?
2. What is a Gantt chart and why is it a useful tool?

7
2. CONTRIBUTE TO ESTABLISHING
AND MAINTAINING PRODUCTIVE TEAM
RELATIONSHIPS
2.1 – Actively seek views and opinions of team members during
task planning and implementation
Seeking the views of team members
It is very important to consult with team members as it allows for a discussion
on planning and implementation methods and gives everyone working on the
project a chance to share their opinions. By combining the knowledge and
experience of everyone, a more viable plan can be created. This may also result
in less initial glitches and changes.
You can use group meetings as a time to brainstorm options with colleagues in
the following areas:
ff Ideas for the project e.g. resources

ff Budget and timescales e.g. allocating finances to each task
ff Schedule of work e.g. the order of the work
ff Monitoring methods e.g. daily/weekly review
ff Communication methods e.g. email, face-to-face, presentations, meetings.
If things are not going as planned, you may need to make adjustments. Seeking
the views of team members can help to implement changes successfully and
encourage cooperation.
Sometimes it can be difficult for people to come forward with ideas. Staff need
to have the confidence to do this, therefore, supervisors and other members
of the team need to be accommodating of mistakes and encourage people to
try new things within the limits of their responsibilities. Supervisors need to be
approachable so that staff will share their ideas with them and trial them out.

8
Activity 2.1
1. Why is it important to seek the views of team members?
2. What topics may you need to cover in a brainstorming session?
3. How can you encourage staff to participate (and give opinions/ideas)?

9
2.2 – Promote cooperation and effective activities, goals and

relationships within team
The team
A team is a group of people (two or more) who share a common goal. They
should work together to achieve this goal and will need to cooperate and
communicate effectively.
Your team may consist of:
ff Organisation and project management staff

ff Stakeholders, internal and external to the organisation.
You will need strong teamwork and communication skills to:
ff Advise others of performance issues
ff Deal with stakeholders
ff Resolve conflict.
Building rapport
Building relationships and establishing rapport is an important part of managing
a team, especially stakeholders and external staff. By making people feel valued
and building trust you can help to improve performance.
To establish rapport:
ff Try and find something you have in common
ff Use positive, confident and co-operative language.
ff Dress appropriately for the occasion
ff Be interested in what people are saying and ask questions to demonstrate
this
ff Interpret non-verbal and verbal messages and react accordingly or mirror
their body language
ff Your use of language, verbal or non-verbal – try to be accommodating and
adapt your style
ff Be aware of cultural differences:
• Different cultures and communities have different euphemisms and
accents, which you should bear in mind when speaking
• English can potentially be a second language
• Some words, terms and phrases may be offensive.

10
Motivating the team

Strategies to help motivate the team include:
ff Train staff appropriately; this will help to encourage new ideas and motivate
employees.
ff Use constructive criticism to help staff achieve their full potential.
ff Rewards should be in place wherever possible for staff who develop ways to
improve.
ff Promote the reward structure – nobody will be motivated by it if they do not
know about it.
Staff progression should be highlighted; successful stories could be turned into
case studies for others to aspire to.
Activity 2.2
1. Define the term ‘team’ and what does a team consist of?
2. How could you motivate a team?

11
2.3 – Communicate with others using styles and methods

appropriate to organisational standards, group expectations and
desired outcomes
Communication methods
There are many different communication methods you can
use. It is up to you to decide which suits the situation. The
organisation may specify what methods you should use, or
the group may expect a certain method to be used.
Styles and methods may include:
ff Audio-visual media
ff Formal or informal
ff Individual or group-based
ff Written or verbal.
Audio-visual media
Audio-visual media is a method that uses sound and images e.g. a video
recording. You may like to use audio-visual media if you are conducting a
presentation. Audio visual style may be good to use in a conference or as a
teaching method. It can also be very persuasive and engaging so you could
consider it for communicating with stakeholders.
Formal or informal
One of the major decisions for communicating in regard to style is whether you
need to communicate formally or informally. Much depends on the scenario e.g.
if it is a quick catch-up meeting, you may choose an informal style, though some
organisations may prefer formal meetings with minutes.
Individual or group-based
Another important element is choosing whether information should be
communicated to individuals or groups. Part of this is based on who needs to
know, if all or the majority of the team need to know the information, then a
group-based communication would be better and efficient use of time.
Written or verbal
To decide which to use will depend on the message e.g. if it is a really
complicated explanation, face-to-face verbal communication is probably the
best option. This way people can ask questions and you can elucidate on your
points. You may also like to give people copies of the communication to support
what you have said. Written communication is sometimes necessary e.g. when
legalities need to be communicated or formal documents signed. Letters are
also sometimes needed and email is a written form that is often used for this
purpose.

12
Activity 2.3
1. Give a description for each of the following communication methods:

a. Audio-visual media
b. Formal or informal
c. Individual or group-based
d. Written or verbal.

13
2.4 – Communicate information and ideas to others in a logical,

concise and understandable manner
Clear communication
It is very important to communicate information and ideas in a logical,
concise and understandable manner. You should try to judge the level of your
audience to get the tone and detail right. It is important to give people accurate
information in sufficient detail so that they can perform their roles to the
required standard.
Tips for verbal communication:
ff Using active listening techniques e.g. clarifying by summarising
ff Controlling your tone of voice and body language e.g. remain calm and
demonstrate understanding:
• Talk slowly
• Look interested by maintaining eye-contact and expression of concern
• Do not fold arms.
ff Interpreting non-verbal and verbal messages e.g. resistance
ff Your use of language, verbal or non-verbal – try to be accommodating and
adapt your style
ff Questioning to clarify and confirm understanding
ff Using language and concepts appropriate to cultural differences:
• Different cultures and communities have different euphemisms and
accents, which you should bear in mind when speaking
• English can potentially be a second language
• Some words, terms and phrases may be offensive.
ff Using positive, confident and co-operative language.
Tips for written communication:
ff Understand the purpose of your communication
ff Know your audience and their level of understanding/expertise
ff Structure your writing – beginning/introduction, middle/main body and end/
summary/sign off
ff Different formats and their traits e.g. letters, presentations, emails

14
Level of formality
ff Think about presentation. Do you need to use:
• Charts and graphs
• Images
• Video clips
• Colour
ff Remember to proofread your work to look for spelling and grammatical
mistakes.
Activity 2.4
1. What tips for verbal communication could you give?
2. What tips for written communication could you give?

15
2.5 – Regularly seek feedback on nature and quality of work

relationships, and use feedback as basis for own improvement and
development
Seek feedback
You will need to allot adequate time for reviewing performance of your team to
ensure that everyone is working together as effectively as possible. You may
need to organise regular opportunities for feedback for everybody involved e.g.
all internal and external stakeholders).
Methods to elicit feedback include:

ff One-to-one sessions
ff Workshops
ff Group sessions
ff Surveys.
Using feedback
Once you have gained the feedback you need to improve, you should try and
analyse it to find the cause of problems. When you discover the cause of a
problem you can try to resolve it.
Own improvement and development may include:
ff Coaching – involves creating an optimum environment for learners to
perform to the best of their abilities.
ff External training – this involves an external body and can be formal with an
assessment leading to a qualification.
ff Mentoring – involves regular contact with a person in a similar or higher
position.
ff On-the-job training – involves learning the aspects of a job through doing the
tasks related to that job.
ff Performance feedback, including 360 – this is a formal review of
performance and can involve a self-assessment and a managers opinion on
your performance.
ff Self-directed learning – this involves a learner studying in their own time.
ff Work rotation – this involves experiencing other people’s roles to understand
better the structure of the organisation to then be able to work more
cohesively.

16
Activity 2.5
1. What methods could you use to elicit feedback?
2. How could you use your feedback for your own improvement and
development?

17
3. ASSIST WITH HUMAN RESOURCE

MONITORING
3.1 – Monitor work of project personnel against assigned roles and
responsibilities within delegated authority levels
Monitoring work
You should monitor personnel, to ensure that they are completing work that has
been allocated for them and is appropriate for their level of authority.
Delegated authority levels may include:
ff Accountability
ff Designated individual authority levels
ff Responsibility for other team members.
Progress reports
There are various ways to monitor the work of project personnel, for example,
reviews, progress reports, complaints, and feedback. A progress report allows
you to track the progress and performance of the project and individuals’
progress. To carry out a progress report, find the information on your plan that
specifies the tasks and find those assigned to each individual. Once you have
these in front of you, you can ask the individual to report on what they have
achieved and yet to achieve and compare this to the plan.

18
Activity 3.1
1. What is meant by delegated authority levels?
2. Give an example of a way that you could monitor the work of project
personnel?

19
3.2 – Monitor and control actual effort against project plan

Monitoring actual effort
When you create your original project plan, you will have estimated the time it
will take to complete the various tasks. To monitor the actual effort you can look
at the estimated time and compare it to the actual time the task took. However,
you should take into account the reasons for the added time.
Look at the cost of the work and the extra time and decide whether it was
valuable. It may be that the work, even though it took longer and added to costs,
was of a higher quality than anticipated.
Controlling actual effort
Adjustments may need to be made to the schedule if one activity is taking longer
than anticipated it may have a detrimental effect on the deadline for the project.
To counter-act this and re-gain some control, you can make adjustments to the
project that allows you to complete it on time.
To adjust your plan you may need to:

ff Create contingency plans and time
ff Reduce the output e.g. try to cut the tasks down
ff Recruit/allocate more resources e.g. hire new people to help
ff Move resources around e.g. if you have some people who have finished their
tasks that would be suitable for other areas you can move them to these.

20
Activity 3.2
1. How can you monitor actual effort?
2. How can you control actual effort?
3.3 – Review skill levels against allocated tasks and recommend

solutions, where required, to others
3.4 – Advise others within delegated authority when assigned
responsibilities are not met by project personnel
Review skill levels
To review skills, you should look at your skill analysis (see criteria 1.2) to
help you to review individual team member’s skills. You will need to identify
personnel who are struggling with their tasks and review their capabilities
A skills analysis may include:
ff Identifying skill competence of personnel
ff Identifying skill needs for tasks
ff Identifying skills gaps.

21
Recommend solutions
If there is a skills gap, you should think about what you could do to help
overcome this, e.g. additional training. You may also find that individuals have
skills that are not being utilised. A solution, in this case would be to find a
task that would enable the team member to use the skill. When you have a
reasonable solution for your problem, you will need to discuss these with the
relevant people.
You may need to recommend solutions to:
ff Project manager
ff Project specialists and other personnel
ff Relevant project authority
ff Team members.
Advise where responsibilities are not being met
You should inform the relevant people when responsibilities are not being met
for any reason, for example:
ff Illness
ff Lack of skills or resources
ff Motivation
ff Lack of communication
ff Time restraints
ff Diversion e.g. asked to do something else.

22
Activity 3.3
1. How could you review skill levels?
2. Give two examples of skills gap problems with your recommended solutions.

23
3.5 – Undertake work in a multi-disciplinary environment

according to established human resource management practices,
plans, guidelines and procedures
A multi-disciplinary environment
Undertaking work in a multi-disciplinary environment involves working
alongside people with different expertise and within different departments. A
greater cooperation is therefore needed to be able to achieve the required goals.
Attempts should be made to understand other department’s roles and needs.
If you manage to cooperate and work together as to achieve a common goal you
can benefit from all the advantages that a multi-disciplinary environment has to
offer.
ff A large yet closely entwined support base means quick communication
between distinct groups
ff A wide range of knowledge and skills can offer the opportunity to transfer
skills
ff Peer review opportunities enable multi-disciplinary teams to improve and
excel.
You will have established human resource management practices, plans,
guidelines and procedures that you should read and follow.
Practices, plans guidelines and procedures may include:
ff Industrial relations agreements and guidelines
ff Organisation project-management procedures
ff Professional operating standards
ff Project human resource management plan
ff Skills framework nominating skill levels required for specific types of project
activities
ff Staffing plan and job descriptions.

24
Activity 3.4
1. What is a ‘multi-disciplinary’ environment and what are its challenges and

advantages?
2. What types of human resource management practices, plans, guidelines and

procedures may you need to read?

25
3.6 – Resolve conflict within delegated authority according to

agreed dispute-resolution processes
Resolving conflict
Working in a team will almost always present conflicts.
Conflicts occur because of a variety of factors, for example:
ff Clash of personality
ff Differing opinions
ff Claims to authority
These conflicts should be resolved according to dispute resolution processes
that are in place at your organisation.
Dispute-resolution processes may include:
ff Documented organisational policies and procedures
ff Industry agreements
ff Relevant legislation and regulations e.g. discrimination legislation.
Legislation and industry agreements
You should be aware of relevant legislation that may have an impact on your
response to conflict resolution.
It is a criminal offence to discriminate against people because of their sex, race,
disability or age according to the following legislation:
ff Sex Discrimination Act 1984
ff Racial Discrimination Act 1975
ff Disability Discrimination act 1992
ff Age Discrimination Act 2004
Any discrimination should be treated very seriously, as should workplace
bullying. There is no specific legislation relating to bullying in the workplace (it is
not unlawful unless people are discriminating against others on grounds of sex,
race, disability or age). However under occupational health and safety legislation
employers have a duty to reduce the likelihood of bullying as it affects an
employee’s state of physical or mental health. For more information on bullying
go to: https://www.humanrights.gov.au/information-employers-fact-sheet-
workplace-bullying.
The Fair Work Act 2009 also has information on bullying and protects workers
from unfair dismissal. Employees can lodge an application to stop bullying
and for unfair dismissal with the fair work commission. Employers have the
opportunity to respond to applications of dismissal and commissioners will
decide if a jurisdiction hearing is necessary. Please go to https://www.fwc.gov.
au/resolving-issues-disputes-and-dismissals/respond-application for more
information.

26
Dealing with conflict

When dealing with conflict in the workplace there are some general principles
that you can practice that may be found in your organisation’s dispute-resolution
processes:
ff Listening to both parties to understand what has caused the dispute
ff Treating each party equally and remain impartial
ff Getting the parties together to talk about their issues
ff Present each view point and talk through the conflict with each party, acting
as a moderator for the conversation
ff Document discussions and follow formal procedure for disputes (these may
include disciplinary action if serious).
Activity 3.5
1. Why might conflicts occur? (Give three examples).
2. What processes might be involved with dispute resolution?
3. What general principles can you practice when dealing with conflict in the
workplace?

27
3.7 – Assist in offering human resource development opportunities

to individuals with skill gaps
Offer development opportunities
When you identify an individual or group of people with a skill gap, you should
offer them development opportunities so that they can improve their standard of
work.
Human resource development opportunities may include:
ff Action learning sets
ff Coaching and mentoring
ff Performance feedback
ff Team building and group activities
ff Training.
You may be able to give the individual(s) concerned a choice of development
opportunities so that they can decide which best suits them. Alternatively it may
be necessary for you to choose the best method to suit the time and budget of
the organisation.
Action learning sets
An action learning set is a small group of peers who come together with a
learning facilitator to discuss work issues. The group will meet a few times
a year and get chance to report on various issues they are dealing with. After
reporting the other members will get a chance to ask questions to open-up the
problem or situation and help to analyse it. Each member then gets the chance
to discuss what they have learned from the session. The members take what
they have learned and apply it to the workplace.
Coaching and mentoring
Coaching and mentoring can overlap. Coaching involves creating an optimum
environment for learners to perform to the best of their abilities. It allows the
learner to dissect a situation and discover their own solutions. A coach does
not necessarily have to be in a similar role to that of the learner, though may
well be. Mentoring involves regular contact with a person in a similar or higher
position. The learner will be able to draw on the experience of the mentor to help
them handle issues that arise in the workplace.
Performance feedback
Performance feedbacks has a more formal approach. It involves a regular
ongoing assessment of an employee’s performance by a manager or supervisor.
Constructive feedback both positive and negative is given to the employee to
motivate them and improve their work. Some organisations have a rating system
on a scale e.g. 1-10 and a list of responsibilities, traits and goals and then score
the employee on those.

28
Team building and group activities

Team building and group activities aim to help team members develop a skill
e.g. problem solving skills, or get to know each other, become more motivated
or adaptable. Team building activities can be performed internally or externally
and can be as simple small group exercises held in a conference room or more
adventurous outdoor pursuits. To be most effective they should be held regularly
e.g. weekly/monthly.
Training
Training provides an employee with the knowledge and skills to do the job.
Training can occur at different stages in employment, for example induction
training occurs when people start a job or are new to a role, refresher courses
can be provided for those that need a boost and formal qualifications can be
obtained for those who are aiming for promotion.
There are various ways to train people for example:
ff On-the-job training – involves learning the aspects of a job through doing the
tasks related to that job.
ff External training – this involves an external body and can be formal with an
assessment leading to a qualification.
ff Self-directed learning – this involves a learner studying in their own time.
Activity 3.6
1. What types of human resource development opportunities are available for

providing support to people with skills gaps?
2. Choose one opportunity and describe its uses.

29
4. CONTRIBUTE TO EVALUATING HUMAN

RESOURCE PRACTICES
4.1 – Contribute to assessing effectiveness of project human
resources management
Effective human resource management
Evaluating the effectiveness of project human resource management would
involve seeking feedback from several different perspectives including, financial,
customer and team members’ perspectives.
Questions you should think about when analysing the effectiveness of human
resource management:
ff What were your overall goals and targets of different teams and individuals?
ff How well did the people you allocated to tasks perform?
• Were they capable of the tasks assigned to them?
• Did they complete on schedule and on budget?
• Did they experience conflict?
ff How well did each team perform?
ff How well did the structure work?
ff Were solutions proposed to problems and were these implemented
effectively?
There are various methods you could use to investigate these questions:
ff Compare the targets to what each individual achieved
ff Compare goals to the team’s achievements
ff Look at conflicts and disputes that were reported – how many? Were they
resolved?
ff Create a questionnaire to enable team members to comment on
management – be specific with your questions so that they are easy to
measure:
• Were you given a job description for your position?
• Which methods of communication did they use?
• Did you feel comfortable approaching your manager?

30
Activity 4.1
1. How can you evaluate the effectiveness of project human resource

management?
2. What sort of questions could you ask so that you are able to analyse this?
4.2 – Document lessons learned to support continuous

improvement processes
What is continuous improvement?
Continuous improvement is the constant determination to improve products,
services or processes. This can be a result of an idea and happen instantly or it
can be a gradual progression over time. It is important to document what you
learned from the process to support continuous improvement.
Continuous improvement can be tracked using a variety of methods:
ff Regular audits and spot checks
ff Notes or minutes from meetings with staff
ff Ask staff regularly for ways to improve
ff Complaints forms
ff Feedback and suggestion forms

31
ff Staff incentives/rewards documentation

ff Disciplinary documentation.
By listening to the opinions of your team and analysing these documents, you
can decide on the important lessons to learn from the project.
Activity 4.2
1. What is continuous improvement?
2. How can improvement be tracked?

32
APPENDIX 1 - REFERENCES
These suggested references are for further reading and do not necessarily repre-
sent the contents of this Learner Guide.
https://www.humanrights.gov.au/information-employers-fact-sheet-
workplace-bullying
https://www.fwc.gov.au/resolving-issues-disputes-and-dismissals/respond-
application

BSB41515 Certificate IV in Project Management Practice
6 subjects
1. Scope and Quality Management
2. Project Life Cycle Management
3. Manage WHS Operations
4. Project Risk 1
5. Project Human Resources
6. Project Communication PROJECT MANAGEMENT
APC also offers the following courses:
ACCOUNTING BUSINESS HOSPITALITY INFORMATION TECHNOLOGY HUMAN RESOURCES
MANAGEMENT MARKETING TOURISM PROJECT MANAGEMENT CHILDCARE
f BSB20115 Certificate II in Business f BSB61215 Advanced Diploma of Program

f BSB20215 Certificate II in Customer Management
Engagement f BSB41015 Certificate IV in Human
f BSB30115 Certificate III in Business Resources
f BSB42015 Certificate IV in Leadership and f BSB50615 Diploma of Human Resources
Management Management
f BSB51915 Diploma of Leadership and f BSB60915 Advanced Diploma of
Management Management (HR)
f BSB61015 Advanced Diploma of f FNS40615 Certificate IV in Accounting
Leadership and Management f FNS50215 Diploma of Accounting
f BSB42415 Certificate IV in Marketing and f FNS60215 Advanced Diploma of
Communication Accounting
f BSB52415 Diploma of Marketing and f ICT50815 Diploma of Systems Analysis
Communication and Design
f BSB61315 Advanced Diploma of Marketing f SIT30616 Certificate III in Hospitality
and Communication f SIT50416 Diploma of Hospitality
f BSB30515 Certificate III in Business Management
Administration (International f SIT30216 Certificate III in Travel
Education) f SIT50112 Diploma of Travel and Tourism
f BSB41515 Certificate IV in Project f CHC30113 Certificate III in Early Childhood
Management Practice Education and Care
f BSB51415 Diploma of Project Management f 10005NAT Certificate IV in Communicative
f TESOL
For further information on APC courses please see Student Services, email info@apc.edu.au with
your enquiry, or visit our website at www.apc.edu.au
©2017 Australian Pacific College
Head Office:
Lower Ground, 189 Kent Street
Kent St Campus (CBD)
Sydney NSW 2000
P (61 2) 9251 7000
F (61 2) 9251 7575
Web: www.apc.edu.au
#NAME?
1579

1579 Project Human Resources Work Book Lect

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1579 Project Human Resources Work Book Lect

Uploaded by

Copyright:

Available Formats

BSB41515 CERTIFICATE IV IN PROJECT

This workbook has been designed for use in conjunction with

Students should attend all timetabled sessions so they can

Information that is available in digital form is not included in

Publisher: Young Rabbit Pty Ltd

Australian Pacific College

License agreement with international

Lower Ground, 189 Kent Street

Front cover image sourced from: www.rightsonsite.org.au

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. Assist in determining human resource requirements

2. Contribute to establishing and maintaining productive team relationships

3. Assist with human resource monitoring

4. Contribute to evaluating human resource practices

For further information on the Units of Competency, please visit

Distinction (D) 75-84%

Credit (Cr) 65-74%

Pass (P) 50-64%

Not yet competent (NYC) Below 50%

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

Subject/module Project Human Resources 1

Assessment method Written or Oral Questions

Due date Session 5

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

Subject/module Project Human Resources 1

Assessment method Written or Oral Questions

Due date Session 8

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. ASSIST IN DETERMINING HUMAN RESOURCE

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. What four elements might your work breakdown structure include?

2. Give a brief description of each of the elements.

3. What human resource requirements might there be?

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1.2 – Prepare a skills analysis of project personnel against project

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. What does a skills analysis include?

3. What type of skills would someone need for a project planning/management

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1.3 – Assist in assigning responsibilities for achieving project

Assigning responsibilities is important for achieving project deliverables.

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. You have organised a meeting to communicate responsibilities. What should

2. What is a Gantt chart and why is it a useful tool?

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

ff Ideas for the project e.g. resources

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. Why is it important to seek the views of team members?

2. What topics may you need to cover in a brainstorming session?

3. How can you encourage staff to participate (and give opinions/ideas)?

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

2.2 – Promote cooperation and effective activities, goals and

ff Organisation and project management staff

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

Motivating the team

2. How could you motivate a team?

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

2.3 – Communicate with others using styles and methods

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

1. Give a description for each of the following communication methods:

WORKBOOK | © 2017 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE

2.4 – Communicate information and ideas to others in a logical,