PROJECT MANAGEMENT ASSESSMENT GUIDE

Transcription

1 Certificate IV in PROJECT MANAGEMENT ASSESSMENT GUIDE

2 THE MORELAND GROUP PTY LTD ACN The Moreland Group is a Registered Education Provider with the Project Management Institute Our courses are also endorsed by the Australian Institute of Project Management The courses are built around the Australian competency for project management, and are based on the Project Management Body of Knowledge PMBOK which is the world standard in project management owned by the Project Management Institute The Nationally Recognised Training (NRT) logo is a distinguishable mark of quality for promoting and certifying national vocational education and training leading to Australian Qualifications Framework (AQF) qualifications or Statements of Attainment The Moreland Group is a Registered Training Organisation (RTO-6332) and able to offer Nationally Accredited Training including project management qualifications Copyright 2013 All rights reserved No part may be reproduced in any form or by any process including information storage and retrieval system, which includes any other electronic book process including internet/web, without the expressed written permission of the copyright holders Version C4PM 2013 Assessment Guidelines Release 02 Draft Certificate IV in Project Management Assessment Guide 2

3 Section 1 Guide to the Certificate IV in Project Management Qualification Certificate IV in Project Management Assessment Guide 3

4 Certificate IV in Project Management Assessment Guide 4

5 1 Introduction The Moreland Group is a Registered Training Organisation (RTO) within Australia and is able to offer a nationally accredited award of Certificate IV in Project Management (AQF Level 4), Diploma of Project Management (AQF Level 5) and an Advanced Diploma of Project Management (AQF Level 6) These are competencybased awards, aligned with the national competency standards for project management Demonstration of competency in all eight units of the Level 4 standard lead to the award of Certificate IV in Project Management Demonstration of competencies in all nine units of the Level 5 standard leads to the award of Diploma of Project Management Demonstration in all nine units of the Level 6 standard leads to the award of Advanced Diploma of Project Management The Moreland Group offers full Recognition of Current Competency (RCC) for these Awards Applicants can also apply for Recognition of Prior Learning (RPL) Course Support The Moreland Group provides a range of courses to assist candidates to come to grips with what is required to be able to demonstrate the units of competency at each of the levels These courses have been developed targeting key learning stages for project managers Completion of the course exercises can, in many cases, be used as evidence of competency The Moreland Group s suite of courses, conducted by Engineering Education Australia, is as follows: Course 1 Project Management - Fundamentals Course 2 Project Management Implementing Projects Course 3 Managing People in Project Management Course 4 Managing Costs Resources and Procurement Course 5 Managing Quality Communication and Risk Courses 1 & 2 are the core programs and cover the full life span concepts, functions and processes of project management As such they can be used to assist the completion of the Certificate IV and as foundation units for the higher level qualifications Courses 3 5 provide in depth additional information, skills, concepts and processes across the nine units for those seeking the Diploma Full course outlines can be downloaded from the website: http\\wwweeaustcomau/project-management-courseshtml Certificate IV in Project Management Assessment Guide 5

6 Assessment The key element to the award of the Certificate IV in Project Management is the assessment of competency The process of assessment is fully documented as part of the National VET System Guidelines, which The Moreland Group is a part of as a Registered Training Organisation Hence, Assessors must: Hold a Workplace Assessment Competency Certificate (preferably Certificate IV in Assessment and Workplace Training Be fully experienced in the area of assessment All Assessors used by The Moreland Group comply with this requirement, with each having over 10 years experience in training and project management fields The assessment process is likely to involve at least two meetings between the Candidate and the Assessor The first is an initial meeting to establish a training plan and identify current competency The second is a final overall assessment meeting If the candidate requires coaching assistance this can be provided by the Assessor or arranged through other suitably qualified people for an agreed fee Some limited coaching forms part of the assessment; however any intensive work or work that requires a considerable injection of time will attract an extra fee Assessment must be completed within two years from enrolment, unless an extension has been arranged Competency Units for of the award of Certificate IV in Project Management The Level 4 units of competency are: Unit 1 BSBPMG401A Apply scope management techniques Unit 2 BSBPMG402A Apply time management techniques Unit 3 BSBPMG403A Apply cost management techniques Unit 4 BSBPMG404A Apply quality management techniques Unit 5 BSBPMG405A Apply human resource management approaches Unit 6 BSBPMG406A Apply communications management techniques Unit 7 BSBPMG407A Apply risk management techniques Unit 8 BSBPMG408A Apply contract procurement techniques To Gain a Qualification the Step by Step Process Candidates wishing to proceed for the award of the Certificate IV in Project Management need to follow the following steps: 1 Enrol on The Moreland Group Enrolment Database online A tax invoice will be generated and sent 2 Pay the Qualification Fee 3 On receipt of payment, The Moreland Group will send the Assessment Kit and, for an on-line program, all information needed to access the course The Moreland Group will also appoint an Assessor 4 Meet with or talk to The Moreland Group s appointed Assessor Certificate IV in Project Management Assessment Guide 6

7 5 Develop a Training Plan, essentially a learning project plan the scope, the courses required, the timeline, key milestones, assessment meetings, and completion and lodge this with The Moreland Group 6 Undertake any courses, course of study or progress assessments agreed to in the plan 7 Receive initial feedback and undertake work necessary for the gaps identified with the Assessor 8 Submit any additional requirements 9 Complete the gathering of evidence either through completion of assessment tasks or through sourcing workplace evidence 10 Receive a final Overall Assessment from the Assessor 11 Receive the Award Certificate IV in Project Management Assessment Guide 7

8 Assessment Process for the Certificate IV in Project Management The Moreland Group Applicant/ Candidate Assessor Enrol On Line Confirm enrolment on receipt of payment Appoint Assessor Create Candidate records Provide access to Program materials Download materials Make initial contact with Candidate Develop and lodge Individual Training Plan Review and confirm Individual Training Plan Undertake and complete training Complete assessment tasks/assemble evidence for assessor Assess submitted work Yes Competent? No Award Qualification Enter record on RTO Database for future access Receive the award of Certificate IV in Project Management Return evidence with comments of gaps and/or suggestions of more training Certificate IV in Project Management Assessment Guide 8

9 Flexibility The Moreland Group understands that people learn skills and knowledge in the everyday performance of tasks In no area is this more evident than project management Hence our Certificate IV has the most flexible combination of formal and informal learning strategies combined with adherence to accepted standards, of any education or training institution in the world Flexible learning strategies as well as processes for demonstrating competency are world s best practise We use the best approaches to ensure this Award is leading edge in its field Certificate IV in Project Management Assessment Guide 9

10 Certificate IV in Project Management Assessment Guide 10

11 Participant/Student/Client Enrolment Information 1 Complaint/Grievances Procedures Any customer complaints or grievances must be brought to the attention of the AQTF Training Manager at The Moreland Group on or , susan@moreland- grpcomau This could include complaints in relation to assessments, RPL/RCC processes, participation in training courses and any other matter in relation to course information and qualifications 2 The Moreland Group s Privacy information We will not disclose any information that we gather about our staff or clients to any third party We use the information collected only for the services we provide No staff or client information is shared with another organisation If a third party requires staff or client information we will obtain written consent from the relevant staff or client prior to release of any information Should staff or clients seek access to their information we have a documented procedure-requiring authorisation before this can occur (See Standard 41 (vii) 3 Progress Reports If you require any information on the progress of your Accredited Course, contact the training manger This information will also be made available on The Moreland Group s website in the future Remember to quote your DOB as your password 4 Refund Policy We will issues refunds when: A course has been cancelled by us Client cancels 2 weeks prior to the course Client gives us written notice prior to commencement of course (2 weeks) Student unable to attend due to extended hospitalisation / illness, and/or pregnancy / childbirth We will not issue refunds for: Change in students work hours Inconvenience of travel to class Moving interstate Job change or retrenchment Students who leave before finishing course/module/assessment To apply for a refund contact the training manager 2 Certificate IV in Project Management Assessment Guide 11

12 4 Mutual Recognition Policy We acknowledge and support Mutual Recognition as one of the most important features of the Australian Quality Training Framework To this end we will accept the credentials issued by any other registered training organisation based in any State/Territory of Australia 5 Code of Practice Statement The Moreland Group is committed to integrating Access and Equity principles within all out services that we provide to clients All staff recognise the rights of students/clients and provide information, advice and support that is consistent with our Core Business Values and this Code of Practice Regardless of cultural background, gender, sexuality, disability or age you have the right to study in an environment that is free from discrimination and harassment and be treated in a fair and considerate manner while you are studying with us If, at any time you feel that we are not abiding by our Code of Practice then report your complaints or grievances to Susan Page, or complete out complaints an grievances form available to download from our website, Information, Advice and Support Services We provide and support the following services within our Code of Practice: Client selection, enrolment & induction / orientation procedures Client selection is derived from the outcomes of our learning & assessment strategies Our enrolment process is documented in our student handbook We conduct induction and orientation sessions for staff and students alike Course information (including content & vocational outcomes) Specific course brochures and flyers have been developed for all of the courses within our current scope of registration Student information sheets for each course and its content also support this Fees & charges (including refund policy & exemptions where applicable) Information on fees, charges and refund policy is clearly documented within our marketing course material that is available through our student handbook and website Provision for language, literacy & numeracy assessment We provide provisions for language, literacy and numeracy assessment on request We also monitor the needs of our client's language, literacy and numeracy skills through our induction process, application & enrolment forms, and interviews Certificate IV in Project Management Assessment Guide 12

13 Client support Most of our clients are in-house students and therefore very little external support is required However, the support we offer includes (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) RPL assessment; Options in learning; Guidance via our Equity Officer; One on one tutoring; Pre-course interviews; Training needs analysis; Research facilities; and Information on our web-site Flexible learning and assessment procedures Flexible learning and assessment procedures are documented within our assessment kit and form part of our learning and assessment strategies Welfare and guidance services We will endeavour to provide welfare and guidance to all students/clients This includes: (i) (ii) (iii) (iv) (v) (vi) Occupational Health and Safety; Review of payment schedules when requested Learning pathways and possible RPL & RCC opportunities; Provision for special learning needs; Provision for special cultural and religious needs; and Provision for special dietary needs Appeals, complaints and grievance procedures We have a documented procedure that covers any appeals, complaints or grievances Should you have an appeal, complaint or grievance contact the designated person for more detailed information Disciplinary procedure To ensure all course participants receive equal opportunities and gain the maximum from their time with us, these rules apply to all people that attend any of our sessions Any person(s) whom displays dysfunctional or disruptive behaviour may be ask to leave the session and/or the course Certificate IV in Project Management Assessment Guide 13

14 Dysfunctional behaviour may include: Continuous interruptions to the trainer whilst delivering the course content Smoking in non-smoking areas Being disrespectful to other participants Harassment by using offensive language Sexual harassment Acting in an unsafe manner that places themselves and others at risk Refusing to participate when required in group activities Continued absence at required times Any person who is asked to leave a session or course has the right of appeal through our appeals process Staff responsibilities for Access and Equity issues The Moreland Group has appointed our Student Contact Officer (Susan Page) as student/client Equity Officer One of her objectives is to ensure all staff act in accordance with our Code of Practice and all students / clients are made aware of their rights and responsibilities Recognition of Prior Learning (RPL) arrangements Our RPL process is the same as the competency assessment process All assessment of RPL applications are reviewed by not less than two staff who are qualified to conduct the assessment, from time to time, or when deemed necessary, we invite a subject matter expert to be part of our assessment process Contact Information If you have any questions regarding this accredited program please call us on (03) for a friendly chat with one of our consultants Certificate IV in Project Management Assessment Guide 14

15 Section 2 Introduction to Competency Standards Certificate IV in Project Management Assessment Guide 15

16 Certificate IV in Project Management Assessment Guide 16

17 Competency Standards for Certificate IV in Project Management The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself Competency standards in industry Training Packages are determined by industry to meet identified industry skill needs Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation Each unit of competency within a Training Package is linked to one or more AQF qualifications Contextualisation of Units of Competency by RTOs Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs However, the integrity of the overall intended outcome of the unit of competency must be maintained Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice In contextualising units of competency, RTOs: 1 must not remove or add to the number and content of elements and performance criteria may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use Certificate IV in Project Management Assessment Guide 17

18 Components of Units of Competency The components of units of competency are summarised below, in the order in which they appear in each unit of competency Unit Title The unit title is a succinct statement of the outcome of the specific unit of competency Each unit of competency title is unique, both within and across Training Packages Unit Descriptor The unit descriptor broadly communicates the purpose of the unit of competency and the skill area it addresses Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information about the relationship of the units of competency is provided in the unit descriptor Competency Field (Optional) The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function It is an optional component of the unit of competency Application of the Competency The application of the competency fleshes out the scope, purpose and operation of the unit of competency in different contexts, for example its application in the workplace Elements of Competency The elements of competency are the basic building blocks of the unit of competency They describe in terms of outcomes the significant functions and tasks that make up the competency Performance Criteria The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance Range Statement The range statement provides a context for the unit of competency, describing any variables that may apply in workplace situations Certificate IV in Project Management Assessment Guide 18

19 Evidence Guide The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context The evidence guide describes: Key Competencies conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment relationships with the assessment of any other units of competency suitable methodologies for conducting assessment including the potential for workplace simulation resource implications, for example access to particular equipment, infrastructure or situations how consistency in performance can be assessed over time, various contexts and with a range of evidence, and the required underpinning knowledge and skills All Training Packages require the integration of Key Competencies either in each unit of competency, or across a qualification, depending on industry needs and preferences The Key Competencies were first defined in 1992 in the project report, Putting General Education to Work: The Key Competencies Report (Mayer Committee 1992) The skills and knowledge they describe are essential for effective workplace participation and involve the sorts of capabilities commonly used by employers as selection criteria They underpin the ability of employees to adapt to technological, organisational, societal and functional change The Key Competencies are generic, in that they apply to work in general, rather than to particular occupations or industries They focus on the application of knowledge and skills in an integrated way in workplace situations The seven Key Competencies are: 1 Collecting, analysing and organising information The capacity to locate, sift and sort information in order to select what is required and to present it in a useful way, and evaluate both the information itself and the sources and methods used to collect it 2 Communicating ideas and information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression 3 Planning and organising activities The capacity to plan and organise one s own work activities, including making good use of time and resources, sorting out priorities and monitoring one s performance Certificate IV in Project Management Assessment Guide 19

20 4 Working with others in teams The capacity to interact effectively with other people both on a one-to-one basis and in groups, including understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal 5 Solving problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the solution are clearly evident and in situations requiring creative thinking and a creative approach to achieve a desired outcome 6 Using mathematical ideas and techniques The capacity to use mathematical ideas, such as number and space, and techniques such as estimation and approximation, for practical purposes 7 Using technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems Performance Levels There are three levels of performance defined within the Key Competencies These are stand-alone levels and do not correspond to the AQF qualification levels Performance Level 1 Performance Level 2 Performance Level 3 is concerned with the level of competence needed to undertake activities efficiently with sufficient selfmanagement to meet the explicit requirements of the activity, and to make judgements about the quality of outcomes against established criteria describes the competence needed to manage activities requiring the selection, application and integration of a number of elements, and to select from established criteria to judge quality of process and outcome describes the competence needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome However, relating performance to the specific industry or workplace context may be more useful than interpreting the somewhat abstracted performance levels provided above Where the Key Competencies are defined in the unit of competency, you will find them in a table, together with examples of their application, to help with assessment of their performance Also, in evaluating the level of performance for the Key Competencies, consider the performance expectations at the AQF qualification level involved Certificate IV in Project Management Assessment Guide 20

21 Delivery and Assessment of Key Competencies The Key Competencies are integral to workplace competency, and, as such must be explicitly considered in the design, customisation, delivery and assessment of vocational education and training programs as represented diagrammatically below What is Assessment? In a competency-based system, assessment is defined as the process of collecting evidence and assessing an individual s performance against requirements described in a set of standards and, at an appropriate point, making a judgement of whether competency has been achieved Effective and objective assessment is vital in the successful implementation of competency standards in the workplace and in education In this context, assessment is the judgement of performance and knowledge against national industry or enterprise-based competency standards Certificate IV in Project Management Assessment Guide 21

22 Assessment is conducted in two ways: Formative assessment Summative assessment for which an applicant for assessment collects evidence of applied skills and knowledge and presents these to an assessor who makes judgements regarding its suitability to demonstrate competence, in line with the standards This activity is often supported by a trained Adviser, but, determined by the skills and experience of the applicant, it is envisaged that he or she may carry out this activity alone or in conjunction with an employer's training and development staff for which evidence is collected and collated into a portfolio, ready for independent assessment The Moreland Group can provide assistance In both cases, the assessment will take into account both past and current performance, with an emphasis on the assessment of current competence Following these activities, a process of verification will be used to apply appropriate quality monitoring and management to the assessment process Assessment Process Applicants demonstrate their competence primarily by providing evidence of their performance in the workplace The responsibility for demonstrating evidence of competence rests with the applicant Some tasks may be assessed by observation in the workplace, while others will generate end-product evidence which can be assessed in a portfolio As well as assessment of direct performance evidence from tasks undertaken, applicants will also be assessed on their underpinning knowledge and understanding An assessment of applicants' underpinning knowledge and understanding will show that they have a grasp of why a task is carried out in a certain way, not just how Evidence is assessed only against the Standards This helps to ensure that assessment is as objective as possible and free from any assessor bias Assessment can take place either whenever an applicant is ready or when required by the organisation Underlying Principles of Assessment For effective assessment in a competency environment, some basic principles apply: Validity The assessments actually assess what they claim to assess and what they have been designed to assess Validity of assessment is achieved when: assessors are fully aware of what is to be assessed, as indicated by the standards of competence, including clearly defined performance criteria; and appropriate evidence is collected from activities that can be clearly related to the units of competency Certificate IV in Project Management Assessment Guide 22

23 Authenticity The evidence collected is authentic - that is, it is actually derived from valid workplace sources and is directly attributable to the individual Reliability Reliable assessment uses methods and procedures that ensure that the competency standards are interpreted and applied consistently from person to person and across the range of workplace contexts The following are important to ensure that assessment produces consistent outcomes: clear, unambiguous, well-documented assessment procedures; clear, consistent and specific assessment criteria; trained, credible and briefed assessors; adequate assessors across industries and a quality hierarchy of assessment; and the system is flexible enough to cope with multiple and diverse forms of evidence Consistency The assessment process must ensure that evidence collected is consistent across the range of industries and enterprises, without undue reliance on any small number of select workplace contexts and/or projects Currency An effective assessment process must evaluate current competence In a practical sense, evidence provided to demonstrate current competence will normally be generated no more than 3 years prior to the date of evidence provision There may be specific situations where individual skills have not been directly applied for a longer period, but where these skills are in fact still held by the individual In cases such as this, evidence from earlier periods may be admissible This decision should be able to be made by an assessor within an appropriately flexible assessment process Sufficiency A tendency of many applicants is to provide a great deal more evidence than is actually required to prove competency against the standards As a rule, evidence should be sufficient to show competence across the full set of performance criteria and other variables specified within the standards Flexibility Just as each applicant is unique, so every portfolio of applicant evidence is also unique Each applicant will identify and develop his or her own specific set of evidence to prove competency against the standards This set will be based on the workplace experience of the applicant and will comprise diverse types and forms of relevant and appropriate evidence Certificate IV in Project Management Assessment Guide 23

24 Assessors must be capable of taking a flexible approach to the assessment of these portfolios Clearly, this approach must always take time and cost into account - both from the point of view of the best use of assessor time and from the viewpoint of the applicant and his or her employer Assessment must be flexible enough to evaluate the scope of knowledge and skills covered by the criteria - both performance (skill) and underpinning knowledge and understanding Fairness and Equity The assessment process must not disadvantage any person or organisation All eligible applicants must be guaranteed access to assessment which does not discriminate on any basis To achieve this, the assessment process must exhibit the following characteristics: the Standards, processes of assessment and all associated information are designed in such a form that bias and misunderstanding are avoided; the characteristics of potential assessment applicants are identified; the chosen processes within the system of assessment do not disadvantage applicants; an appropriate and effective review mechanism must be in place to investigate, examine and redress any issue of unfairness or disadvantage involving access, assessment, certification or any other related issue; where potential disadvantages are identified, the system is amended to avoid or counter them Basic forms of performance evidence include: Direct performance evidence from: - extracted examples within the workplace, - natural observation in the workplace, and/or - simulations including competency and skills tests, projects, and/or assignments Historical and indirect evidence from: - reports, documents and products of work, - designs, computer programs, - letters of validation from the workplace, and/or - certificates or statements of achievement Supplementary evidence from: - oral and written questioning, and/or - witness testimony Evidence of underpinning knowledge and understanding may be generated from the following: Questioning and reasoning to show an understanding of why an activity is carried out in a particular way, not just how to do it Case studies, simulations and tests may be useful in providing evidence that competent performance can be repeated within different operational contexts and that the competence is transferable Certificate IV in Project Management Assessment Guide 24

25 Assessment Forms In summary, appropriate and valid forms of assessment utilised for both skills and knowledge may include: evaluation of direct products of work natural observation skill tests, simulations and projects questioning evidence from prior achievement and activity An evidence portfolio developed by an applicant is a compilation of evidence for presentation to an assessor The portfolio may include direct, indirect and historical evidence, relevant to the standards being assessed The portfolio of evidence is about the individual applicant and how that person is developing in career terms The content has to be relevant to the individual's personal competence, related to the National Competency Standards for Project Management and the needs and directions of the workplace Assessor Standards Assessors or assessment teams would be expected to: meet or exceed the competency standards for project management at the level at which the applicant is being assessed; know current industry practices for the job or role against which performance is being assessed; and practise the necessary interpersonal skills required in the assessment process The 'Forms of Evidence' which will demonstrate competency were detailed in the previous sections entitled "Methods of Assessment As stated previously, basic forms of performance evidence include: Direct performance evidence from: extracted examples within the workplace, natural observation in the workplace, and/or simulations including competency and skills tests, projects, and/or assignments Historical and indirect evidence from: reports, documents and products of work, designs, computer programs, letters of validation from the workplace, and/or certificates or statements of achievement Supplementary evidence from: oral and written questioning, and/or witness testimony Certificate IV in Project Management Assessment Guide 25

26 From the above, it can be noted that suitable evidence may be obtained by historical and indirect evidence consisting of documentation prepared in the candidates workplace That is, from such documents as: reports minutes of meetings letters of confirmation certificates, awards, etc It is recommended that candidates obtain copies of any documentation which they believe will satisfy the requirements of any of the Elements of the Standard This documentation should be submitted to the assessor for determination of satisfactory evidence of demonstrating competency against the Standard The candidate is advised to undertake a self-assessment process for each element by the application of three basic questions and noting which of the four responses is most applicable Do I do it? regularly sometimes not sure don't do it Do I have responsibility for it? have or used to had some responsibility not sure don t have Do I have evidence? yes some not sure don t have/cannot provide What to do If an applicant does it regularly and has evidence, simply collect, collate and record the evidence in the Competency Assessment folder, for review by the Assessor If an applicant does it sometimes and is not sure if evidence is available, speak to the Assessor direct performance activities/ tasks could be set to demonstrate competency indirect supporting evidence might be acceptable (eg peer/ supervisor comments) supplementary activities such as oral/ written tests might be administered Normally an assessment will require two meetings with the Assessor You might attend the first meeting with as much current evidence as possible and develop a plan for how you will learn and demonstrate further competencies A project plan for yourself is essential (given the competencies!) The courses offered by The Moreland Group are a good way to learn, or to check your understanding of the competency requirements Completion of the courses is not a prerequisite for demonstrating competency and receiving Diploma or Advanced Diploma Certificate IV in Project Management Assessment Guide 26

27 Section 3 Competency Mapping Certificate IV in Project Management Assessment Guide 27

28 About the Competency Mapping In this section, we detail where each units/elements/criteria is assessed, and by what means The figures in the columns under the heading Assessment Method refer to the question/task numbers in the Assessor Kit M1-Q1 refers to question 1 in Module 1 of the Assessment Kit document F3-1 refers to the 1st listed form with the same name in Module 3 of the Assessment Kit document BSBPMG401A Apply scope management techniques 1 Contribute to scope definition 11 Contribute to the identification of project deliverables Contribute to the identification of 12 measurable outcomes to enable evaluation of project performance 13 Contribute to the development of the scope management plan 2 Apply project scope controls Undertake work in accordance with agreed project management plan and by using established change control procedures and performance measurement procedures Monitor and control aspects of project scope and communicate instances of non-compliance with overall scope to the project manager and other team members Measure progress to determine potential, perceived and actual scope changes ASSESSMENT METHOD UNDERPINNING KNOWLEDGE M3-Q3 F3-3 M3-Q3 F3-3 M3-Q4; M4-Q1 M4-Q1; M5-Q1 F3-8 M5-Q2 F5-1 M5-Q2 F5-1 Appropriately report scope changes M5-Q2 F5-6 Provide assistance in the review of project outcomes to determine the effectiveness of initial and subsequent scope management approaches M6-Q1; M6-Q4; M6-Q5 WORKBASED EVIDENCE F3-1; F3-2; F3-3 (F3-5 or F3-6 or F3-7) F6-1 Certificate IV in Project Management Assessment Guide 28

29 ASSESSMENT METHOD UNDERPINNING KNOWLEDGE WORKBASED EVIDENCE BSBPMG402A Apply time management techniques Assist in the development of project 1 schedules Contribute, within delegated authority, to determining the 11 duration and effort, sequence and dependencies of tasks to meet project objectives Use project scheduling tools and techniques to help establish and 12 integrate planned time management aspects of the schedule, resource allocation and financial requirements Contribute to the agreement 13 process and communication of the schedule to the client and other stakeholders 2 Apply agreed schedules Use techniques to measure, record 21 and report progress of activities in relation to agreed schedules and plans Record variance between actual and planned progress and report to others for remedial action Contribute to forecasting the impact of changes on the schedule and to the analysis of options Implement agreed changes to the schedule and update plans as directed to accommodate changing situations throughout the project Participate in assessing time management outcomes Provide assistance in the review of project outcomes to determine the effectiveness of time management tools, techniques and approaches used Report scheduling and time management issues and responses to project manager for application in future projects M4-Q2 M4-Q2 M4-Q2 F4-1 M5-Q3 F5-1 M5-Q3 F5-1 M5-Q3 F5-6 M5-Q3 F5-7 M6-Q2 F6-1 M6-Q2; M6-Q4; M6-Q5 F4-7 (xlm file) F4-7 (xlm file) F6-1 Certificate IV in Project Management Assessment Guide 29

30 ASSESSMENT METHOD UNDERPINNING KNOWLEDGE WORKBASED EVIDENCE BSBPMG403A Apply cost management techniques Assist with the development of the 1 project budget Determine estimated costs for 11 tasks and activities and communicate these costs to others for inclusion in project budget Map costs against duration/effort and resources allocated, and 12 communicate to project manager for inclusion in the project plan, budget and expenditure flow Contribute to the development of cost management strategies and 13 processes, and financial authorisation within delegated authority 2 Monitor project costs Monitor income and expenditure against the agreed project plan 21 and budgets to facilitate cost management throughout the project life cycle Use established cost management methods, techniques and tools to identify and report variations in the budget to higher project authority for action Implement and monitor agreed actions and report progress to others to ensure cost objectives are achieved throughout the project life cycle Contribute to cost finalisation process Provide assistance in the finalisation and transfer of financial assets, liabilities and records to the client or relevant operational support agency Provide assistance in the review of project outcomes by use of M4-Q3 F4-3 M4-Q3 F4-3 M4-Q4 F4-3 M5-Q4 F5-1 M5-Q4 F5-1 M5-Q4 F5-1 M6-Q3 F6-1 M6-Q2 F6-1 Certificate IV in Project Management Assessment Guide 30

31 33 project records, to determine the effectiveness of initial and subsequent cost management strategies and processes Report cost management issues and responses to project/program manager for application in future projects ASSESSMENT METHOD UNDERPINNING KNOWLEDGE M6-Q5; M6-Q4 F6-1 WORKBASED EVIDENCE BSBPMG404A Apply quality management techniques 1 Contribute to quality planning Contribute to determining quality 11 requirements of project stakeholders Contribute to establishing quantifiable quality criteria for project outcomes and objectives Source information to locate and interpret quality policy and procedures Contribute to the development of quality requirements in the project plan and processes 2 Apply quality policies and procedures Undertake work under delegated authority to implement quality 21 assurance within the project in accordance with agreed quality standards and guidelines Maintain records and documentation in accordance with set procedures to facilitate quality control and to provide an audit trail Document and evaluate results of project activities and product performance to determine compliance with agreed quality standards Report shortfalls in quality outcomes to others to enable appropriate action to be initiated Contribute to continuous improvement process Participate in the ongoing review of project outcomes to determine the effectiveness of quality management activities M3-Q2; M4-Q5 F4-2 M4-Q5 F4-2; F3-4 M4-Q5 F4-2 M4-Q5 F4-2 M5-Q5 F5-1 M5-Q5 F5-1 M5-Q5 F5-1 M5-Q5 F5-1 M6-Q2 F6-1 Certificate IV in Project Management Assessment Guide 31

32 ASSESSMENT METHOD 32 Report quality management issues and responses to others for application in future projects UNDERPINNING KNOWLEDGE M6-Q2; M6-Q4; M6-Q5 F6-1 WORKBASED EVIDENCE BSBPMG405A Apply human resources management approaches Assist with determining human 1 resource requirements Analyse work breakdown structure 11 to determine human resource M4-Q8; M4-Q9 F4-5 requirements Assess skill levels of project personnel against project task requirements Assign responsibilities for achieving project deliverables Assist with human resource monitoring and stakeholder liaison Monitor the work of project personnel against assigned roles and responsibilities Track, monitor and control actual effort against plan, review skill levels against allocated tasks and recommend remedial action, where required, to others Contribute to tracking, monitoring and controlling stakeholder participation and communication with the project Advise others when assigned responsibilities are not met by project personnel, or stakeholder expectations are at variance Undertake work in a multidisciplinary environment in accordance with established human resource management practices, plans, guidelines and procedures to achieve designated project objectives Resolve potential and actual conflicts in accordance with agreed M4-Q8; M4-Q9 F4-5 M4-Q8; M4-Q9 F4-5 M5-Q5 M5-Q5 F5-4 M5-Q6 F4-1; F5-2 M5-Q6 F5-1 M5-Q9 M5-Q9 Certificate IV in Project Management Assessment Guide 32

33 dispute resolution processes or report to others for resolution Offer human resource development opportunities to individuals with skill gaps Contribute to evaluating human resource and stakeholder management practices Contribute to assessing the overall effectiveness of project human resource management and document lessons learned Report human resource issues to others to aid the continuous improvement process Contribute to stakeholder satisfaction analysis and assist with post-project operational review ASSESSMENT METHOD UNDERPINNING KNOWLEDGE M5-Q9 F4-1 M6-Q2 F6-1 M6-Q2; M6-Q4; M6-Q5 F6-1 M6-Q6 F6-1 BSBPMG406A Apply communications management techniques Contribute to communications 1 planning Identify, source and contribute 11 relevant information requirements to initial project documentation Contribute to developing and 12 implementing the communications plan and communications networks Conduct information management 2 activities Gather, validate, store, retrieve, filter and disseminate information 21 within agreed procedures as directed, to aid decision making processes throughout project life cycle 22 Maintain information to ensure data is secure and auditable 3 Communicate project information Undertake communication within project, with client and other 31 stakeholders within agreed networks, processes and procedures to ensure flow of necessary information Ensure reports are written and released in accordance with authorisation, or drafted for release by others Seek information and advice from appropriate project authorities when in doubt Contribute to assessment of communication effectiveness M4-Q6 F4-1 F4-1 M5-Q6; M5-Q10 F5-2 M5-Q10? M5-Q6 M5-Q6 M5-Q6 41 Provide assistance in the ongoing M6-Q2 WORKBASED EVIDENCE Certificate IV in Project Management Assessment Guide 33

34 ASSESSMENT METHOD review of project outcomes to determine the effectiveness of communications management activities 42 Report communication management issues and responses to higher project authorities for application in future projects UNDERPINNING KNOWLEDGE M6-Q2; M6-Q4; M6-Q5 WORKBASED EVIDENCE BSBPMG407A Apply risk management techniques 1 Assist with risk analysis and planning Contribute to identifying and 11 prioritising potential risks throughout the project life cycle Provide input, within delegated authority, to develop risk management strategies and risk management plans within established guidelines Establish risk analysis methods, techniques and tools to assist in the analysis of risks 14 Ensure reporting mechanisms for risks are planned for and agreed to 2 Conduct risk control activities Undertake control activities in 21 accordance with agreed project and risk management plans to achieve project objectives Measure progress and act on perceived, potential or actual risks within authority or report to others for response Contribute to the implementation of agreed risk approaches and the amendment of plans to reflect the changing environment Identify and report opportunities for action in the same way as risks Contribute to assessing risk management outcomes Contribute to the ongoing review of project outcomes to determine the effectiveness of risk M4-Q7 M4-Q7 M4-Q7 M5-Q7 M5-Q8 M5-Q8 F4-6 M5-Q8 F4-6 M6-Q2 F5-1; F5-3; F5-6 Certificate IV in Project Management Assessment Guide 34

35 ASSESSMENT METHOD 32 management activities by accessing project records and other available information Report risk management issues and responses to others for lessons learned or application in future projects UNDERPINNING KNOWLEDGE M6-Q2; M6-Q4; M6-Q5 WORKBASED EVIDENCE BSBPMG408A Apply contract and procurement procedures Assist with contract and procurement 1 planning 11 Contribute to the establishment of M4-Q8 F4-3; F4-5 procurement requirements Act under delegated authority to 12 contribute to the development of M4-Q8 F5-8 the procurement management plan Contribute to the development of 13 project documentation for M4-Q8 contract definition and formation Contribute to contractor selection 2 process 21 Gather and evaluate information M4-Q9 F5-8 on potential suppliers 22 Make recommendations to assist in M4-Q9 selection of preferred contractors Provide contribution to the 23 definition of agreed terms and M4-Q9 conditions with preferred contractor/s Assist with the development of the 24 final tendering and contractual M4-Q8; M4-Q9 documentation Conduct contracting and procurement 3 activities Undertake procurement activities 31 and maintain information so that M5-Q10 reporting, confidentiality and audit requirements are met Receive, reconcile and register supplies in accordance with 32 established procedures to M5-Q11 facilitate payment throughout project 33 Monitor and control contractors M5-Q11 Certificate IV in Project Management Assessment Guide 35

36 ASSESSMENT METHOD and suppliers and their activities for compliance with designated responsibilities, deliverables, time/cost and quality conformance and other requirements 4 Conduct finalisation activities Test and accept supplies to ensure quality and suitability for purpose Provide assistance in the ongoing review of project outcomes using available records and information to determine the effectiveness of contracting and procurement activities Report contracting and procurement management issues and responses to others for application in future projects UNDERPINNING KNOWLEDGE M5-Q11 M6-Q2 M6-Q2; M6-Q4; M6-Q5 WORKBASED EVIDENCE Certificate IV in Project Management Assessment Guide 36