Certificate IV in
PROJECT MANAGEMENT
THE MORELAND GROUP PTY LTD ACN 007 222 424
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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.
Guide to the Certificate IV
in Project Management
Qualification
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 competency-based 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:
n Course 1 Project Management - Fundamentals
n Course 2 Project Management – Implementing Projects
n Course 3 Managing People in Project Management
n Course 4 Managing Costs Resources and Procurement
n 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\\www.eeaust.com.au/project-management-courses.html
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:
n Hold a Workplace Assessment Competency Certificate (preferably Certificate IV in Assessment and Workplace Training
n 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.
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
Assessment Process for the Certificate IV in Project Management
Receive the award of Certificate IV in Project Management
The Moreland Group Applicant/ Candidate Assessor
Enrol On Line Confirm enrolment on
receipt of payment.
Provide access to Program materials
Develop and lodge Individual Training
Plan
Create Candidate records
Review and confirm Individual Training Plan Undertake and complete training Complete assessment tasks/Assemble evidence for assessor Assess submitted work Competent?
Return evidence with comments of gaps and/or suggestions
of more training Award Qualification
Enter record on RTO Database for future
access
No Yes
Appoint Assessor.
Make initial contact with Candidate Download materials
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.
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 03 9380 7777 or email,
susan@moreland-‐grp.com.au.
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 4.1 (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:
n A course has been cancelled by us
n Client cancels 2 weeks prior to the course
n Client gives us written notice prior to commencement of course (2 weeks)
n Student unable to attend due to extended hospitalisation / illness, and/or pregnancy / childbirth
We will not issue refunds for:
n Change in students work hours
n Inconvenience of travel to class
n Moving interstate
n Job change or retrenchment
n Students who leave before finishing course/module/Assessment To apply for a refund contact the training manager.
4. Mutual Recognition Policy
We acknowledge and support Mutual Recognition as one of the most important features of theAustralian Quality Training Framework. To this end we will accept the credentials issued by any otherregistered 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,
http://www.themorelandgroup.com.au
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 web-site.
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.
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) RPL assessment; (ii) Options in learning;
(iii) Guidance via our Equity Officer; (iv) One on one tutoring;
(v) Pre-course interviews; (vi) Training needs analysis; (vii) Research facilities; and (viii) 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) Occupational Health and Safety;
(ii) Review of payment schedules when requested
(iii) Learning pathways and possible RPL & RCC opportunities; (iv) Provision for special learning needs;
(v) Provision for special cultural and religious needs; and (vi) 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.
Dysfunctional behaviour may include:
n Continuous interruptions to the trainer whilst delivering the course content
n Smoking in non-smoking areas
n Being disrespectful to other participants
n Harassment by using offensive language
n Sexual harassment
n Acting in an unsafe manner that places themselves and others at risk
n Refusing to participate when required in group activities
n 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) 9380 7777 for a friendly chat with one of our consultants.
Introduction to
Competency Standards
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:
n must not remove or add to the number and content of elements and performance criteria
n may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes
n 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
n 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.
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.
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:
n • conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment
n • relationships with the assessment of any other units of competency
n • suitable methodologies for conducting assessment including the potential for workplace simulation
n • resource implications, for example access to particular equipment, infrastructure or situations
n • how consistency in performance can be assessed over time, various contexts and with a range of evidence, and
n • the required underpinning knowledge and skills
Key Competencies
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.
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 is concerned with the level of competence needed to
undertake activities efficiently with sufficient self-management to meet the explicit requirements of the activity, and to make judgements about the quality of outcomes against established criteria.
Performance Level 2 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.
Performance Level 3 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.
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.
Assessment is conducted in two ways:
Formative 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.
Summative assessment 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:
n assessors are fully aware of what is to be assessed, as indicated by the standards of competence, including clearly defined performance criteria; and
n appropriate evidence is collected from activities that can be clearly related to the units of competency.
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:
n clear, unambiguous, well-documented assessment procedures;
n clear, consistent and specific assessment criteria;
n trained, credible and briefed assessors;
n adequate assessors across industries and a quality hierarchy of assessment; and
n 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.
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:
n the Standards, processes of assessment and all associated information are designed in such a form that bias and misunderstanding are avoided;
n the characteristics of potential assessment applicants are identified;
n the chosen processes within the system of assessment do not disadvantage applicants;
n 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;
n where potential disadvantages are identified, the system is amended to avoid or counter them.
Basic forms of performance evidence include:
n Direct performance evidence from:
n - extracted examples within the workplace,
n - natural observation in the workplace, and/or
n - simulations including competency and skills tests, projects, and/or assignments.
n Historical and indirect evidence from:
n - reports, documents and products of work,
n - designs, computer programs,
n - letters of validation from the workplace, and/or
n - certificates or statements of achievement.
n Supplementary evidence from:
n - oral and written questioning, and/or
n - witness testimony.
Evidence of underpinning knowledge and understanding may be generated from the following:
n Questioning and reasoning to show an understanding of why an activity is carried out in a particular way, not just how to do it.
n 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.
Assessment Forms
In summary, appropriate and valid forms of assessment utilised for both skills and knowledge may include:
n evaluation of direct products of work
n natural observation
n skill tests, simulations and projects
n questioning
n 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:
n meet or exceed the competency standards for project management at the level at which the applicant is being assessed;
n know current industry practices for the job or role against which performance is being assessed; and
n 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:
n 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.
n 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.
n Supplementary evidence from:
§ oral and written questioning, and/or
§ witness testimony.
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:
n reports
n minutes of meetings
n letters of confirmation
n 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. n Do I do it? § regularly § sometimes § not sure § don't do it
n Do I have responsibility for it?
§ have or used to
§ had some responsibility
§ not sure § don’t have n Do I have evidence? § yes § some § not sure
§ don’t have/cannot provide
What to do
n 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.
n 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
n 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!)
n 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.
Competency Mapping
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.
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE BSBPMG401A Apply scope management techniques
1 Contribute to scope definition 1.1
. Contribute to the identification of project deliverables M3-Q3 F3-3
1.2 .
Contribute to the identification of measurable outcomes to enable
evaluation of project performance M3-Q3 F3-3 1.3
. Contribute to the development of the scope management plan M3-Q4; M4-Q1
F3-1; F3-2; F3-3 (F3-5 or F3-6 or F3-7)
2 Apply project scope controls 2.1
.
Undertake work in accordance with agreed project management plan and by using established change control procedures and performance measurement procedures
M4-Q1; M5-Q1 F3-8
2.2 .
Monitor and control aspects of project scope and communicate instances of non-compliance with overall scope to the project manager and other team members
M5-Q2 F5-1
2.3 .
Measure progress to determine potential, perceived and actual scope changes
M5-Q2 F5-1
2.4
. Appropriately report scope changes M5-Q2 F5-6 2.5
.
Provide assistance in the review of project outcomes to determine the effectiveness of initial and
subsequent scope management approaches
M6-Q1; M6-Q4;
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE
BSBPMG402A Apply time management techniques 1 Assist in the development of project schedules 1.1
.
Contribute, within delegated authority, to determining the duration and effort, sequence and dependencies of tasks to meet project objectives
M4-Q2 F4-7 (xlm file)
1.2 .
Use project scheduling tools and techniques to help establish and integrate planned time
management aspects of the schedule, resource allocation and financial requirements
M4-Q2 F4-7 (xlm file)
1.3 .
Contribute to the agreement process and communication of the schedule to the client and other stakeholders
M4-Q2 F4-1
2 Apply agreed schedules 2.1
.
Use techniques to measure, record and report progress of activities in relation to agreed schedules and plans
M5-Q3 F5-1
2.2 .
Record variance between actual and planned progress and report to others for remedial action
M5-Q3 F5-1
2.3 .
Contribute to forecasting the impact of changes on the schedule
and to the analysis of options M5-Q3 F5-6 2.4
.
Implement agreed changes to the schedule and update plans as directed to accommodate changing situations throughout the project
M5-Q3 F5-7
3 Participate in assessing time management outcomes 3.1
.
Provide assistance in the review of project outcomes to determine the effectiveness of time
management tools, techniques and approaches used
M6-Q2 F6-1
3.2 .
Report scheduling and time management issues and responses to project manager for application in future projects
M6-Q2; M6-Q4;
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE
BSBPMG403A Apply cost management techniques 1 Assist with the development of the project budget 1.1
.
Determine estimated costs for tasks and activities and
communicate these costs to others
for inclusion in project budget
M4-Q3 F4-3
1.2 .
Map costs against duration/effort and resources allocated, and communicate to project manager for inclusion in the project plan, budget and expenditure flow
M4-Q3 F4-3
1.3 .
Contribute to the development of
cost management strategies and processes, and financial
authorisation within delegated authority
M4-Q4 F4-3
2 Monitor project costs 2.1
.
Monitor income and expenditure against the agreed project plan and budgets to facilitate cost management throughout the project life cycle
M5-Q4 F5-1
2.2 .
Use established cost management methods, techniques and tools to identify and report variations in the budget to higher project authority for action
M5-Q4 F5-1
2.3 .
Implement and monitor agreed actions and report progress to others to ensure cost objectives are achieved throughout the project life cycle
M5-Q4 F5-1
3 Contribute to cost finalisation process 3.1
.
Provide assistance in the finalisation and transfer of financial assets, liabilities and records to the client or relevant operational support agency
M6-Q3 F6-1
3.2
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE
project records, to determine the effectiveness of initial and subsequent cost management strategies and processes 3.3
.
Report cost management issues and responses to project/program manager for application in future projects
M6-Q5; M6-Q4 F6-1
BSBPMG404A Apply quality management techniques 1 Contribute to quality planning
1.1 .
Contribute to determining quality requirements of project stakeholders M3-Q2; M4-Q5 F4-2 1.2 . Contribute to establishing quantifiable quality criteria for
project outcomes and objectives M4-Q5 F4-2; F3-4 1.3
.
Source information to locate and interpret quality policy and
procedures M4-Q5 F4-2
1.4 .
Contribute to the development of quality requirements in the project plan and processes
M4-Q5 F4-2
2 Apply quality policies and procedures 2.1
.
Undertake work under delegated authority to implement quality assurance within the project in accordance with agreed quality standards and guidelines
M5-Q5 F5-1
2.2 .
Maintain records and
documentation in accordance with set procedures to facilitate
quality control and to provide an audit trail
M5-Q5 F5-1
2.3 .
Document and evaluate results of project activities and product performance to determine compliance with agreed quality standards
M5-Q5 F5-1
2.4 .
Report shortfalls in quality outcomes to others to enable
appropriate action to be initiated M5-Q5 F5-1 3 Contribute to continuous improvement process
3.1 .
Participate in the ongoing review of project outcomes to determine the effectiveness of quality management activities
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE 3.2
.
Report quality management issues and responses to others for application in future projects
M6-Q2; M6-Q4;
M6-Q5 F6-1
BSBPMG405A Apply human resources management approaches 1 Assist with determining human resource requirements
1.1 .
Analyse work breakdown structure
to determine human resource
requirements M4-Q8; M4-Q9 F4-5
1.2 .
Assess skill levels of project personnel against project task requirements
M4-Q8; M4-Q9 F4-5 1.3
.
Assign responsibilities for achieving
project deliverables M4-Q8; M4-Q9 F4-5 2 Assist with human resource monitoring and stakeholder liaison
2.1 .
Monitor the work of project
personnel against assigned roles and responsibilities
M5-Q5
2.2 .
Track, monitor and control actual effort against plan, review skill levels against allocated tasks and recommend remedial action, where required, to others
M5-Q5 F5-4
2.3 .
Contribute to tracking, monitoring and controlling stakeholder participation and communication with the project
M5-Q6 F4-1; F5-2
2.4 .
Advise others when assigned responsibilities are not met by project personnel, or stakeholder expectations are at variance
M5-Q6 F5-1
2.5 .
Undertake work in a multi-disciplinary environment in
accordance with established human resource management practices,
plans, guidelines and procedures
to achieve designated project objectives
M5-Q9
2.6 .
Resolve potential and actual
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE dispute resolution processes or
report to others for resolution 2.7
.
Offer human resource
development opportunities to
individuals with skill gaps M5-Q9 F4-1 3
Contribute to evaluating human resource and stakeholder management practices 3.1
.
Contribute to assessing the overall effectiveness of project human resource management and document lessons learned
M6-Q2 F6-1
3.2 .
Report human resource issues to others to aid the continuous improvement process M6-Q2; M6-Q4; M6-Q5 F6-1 3.3 . Contribute to stakeholder
satisfaction analysis and assist with
post-project operational review M6-Q6 F6-1 BSBPMG406A Apply communications management techniques
1 Contribute to communications planning 1.1
.
Identify, source and contribute relevant information requirements to initial project documentation
M4-Q6 F4-1
1.2 .
Contribute to developing and implementing the communications
plan and communications networks F4-1
2 Conduct information management activities
2.1 .
Gather, validate, store, retrieve, filter and disseminate information within agreed procedures as directed, to aid decision making processes throughout project life cycle
M5-Q6; M5-Q10 F5-2
2.2
. Maintain information to ensure data is secure and auditable M5-Q10 ? 3 Communicate project information
3.1 .
Undertake communication within project, with client and other stakeholders within agreed networks, processes and procedures to ensure flow of necessary information
M5-Q6
3.2 .
Ensure reports are written and released in accordance with authorisation, or drafted for release by others
M5-Q6 3.3
.
Seek information and advice from appropriate project authorities when in doubt
M5-Q6 4 Contribute to assessment of communication effectiveness
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE . review of project outcomes to
determine the effectiveness of communications management activities
4.2 .
Report communication
management issues and responses to higher project authorities for application in future projects
M6-Q2; M6-Q4; M6-Q5
BSBPMG407A Apply risk management techniques 1 Assist with risk analysis and planning 1.1
.
Contribute to identifying and prioritising potential risks
throughout the project life cycle M4-Q7 1.2
.
Provide input, within delegated authority, to develop risk management strategies and risk management plans within established guidelines
M4-Q7
1.3 .
Establish risk analysis methods,
techniques and tools to assist in
the analysis of risks M4-Q7
1.4
. Ensure reporting mechanisms for risks are planned for and agreed to M5-Q7 2 Conduct risk control activities
2.1 .
Undertake control activities in accordance with agreed project and risk management plans to achieve project objectives
M5-Q8
2.2 .
Measure progress and act on perceived, potential or actual risks within authority or report to
others for response
M5-Q8 F4-6
2.3 .
Contribute to the implementation of agreed risk approaches and the amendment of plans to reflect the changing environment
M5-Q8 F4-6
2.4 .
Identify and report opportunities
for action in the same way as risks F5-1; F5-3; F5-6 3 Contribute to assessing risk management outcomes
3.1 .
Contribute to the ongoing review
of project outcomes to determine the effectiveness of risk
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE management activities by
accessing project records and other available information 3.2
.
Report risk management issues and responses to others for lessons learned or application in future projects
M6-Q2; M6-Q4; M6-Q5
BSBPMG408A Apply contract and procurement procedures 1 Assist with contract and procurement planning
1.1 .
Contribute to the establishment of
procurement requirements M4-Q8 F4-3; F4-5 1.2
.
Act under delegated authority to contribute to the development of
the procurement management plan M4-Q8 F5-8 1.3
.
Contribute to the development of project documentation for contract definition and formation
M4-Q8 2 Contribute to contractor selection process
2.1
. Gather and evaluate information on potential suppliers M4-Q9 F5-8 2.2
. Make recommendations to assist in selection of preferred contractors M4-Q9 2.3
.
Provide contribution to the definition of agreed terms and conditions with preferred contractor/s
M4-Q9 2.4
.
Assist with the development of the final tendering and contractual documentation
M4-Q8; M4-Q9 3 Conduct contracting and procurement activities
3.1 .
Undertake procurement activities
and maintain information so that reporting, confidentiality and audit requirements are met
M5-Q10
3.2 .
Receive, reconcile and register supplies in accordance with established procedures to facilitate payment throughout project
M5-Q11 3.3 Monitor and control contractors M5-Q11
ASSESSMENT METHOD UNDERPINNING
KNOWLEDGE WORKBASED EVIDENCE . and suppliers and their activities
for compliance with designated responsibilities, deliverables, time/cost and quality conformance and other requirements
4 Conduct finalisation activities 4.1
. Test and accept supplies to ensure quality and suitability for purpose M5-Q11 4.2
.
Provide assistance in the ongoing
review of project outcomes using available records and information to determine the effectiveness of contracting and procurement activities
M6-Q2
4.3 .
Report contracting and
procurement management issues and responses to others for application in future projects
M6-Q2; M6-Q4; M6-Q5
Evidence Examples
Training Plan
We insist that you practise what you preach in project management. Hence you need to develop a project plan for the attainment of the Certificate IV in Project Management which becomes your formal Individual Training Plan. This project plan will need to outline:
n The scope of the task
§ Which units/elements you feel you are currently competent in
§ Which units/elements you will need to undertake some learning and development
§ The readiness / availability of evidence to demonstrate competency
Note: This could involve a meeting with your assessor.
n Your plan of how you will go about this
§ Work involved (WBS)
§ Resource issues (i.e. your time, the time required by others eg your supervisor)
§ Responsibilities (inc Assessor involvement)
§ Schedule (inc key milestones, realistic durations, course attendance, coaching sessions etc.)
§ Risk management
§ Communication management
It might be useful to develop a specific deliverables list of documents (reports, examples, peer/ supervisor observation, comments etc)
Don’t underestimate the scope of what is required or the rime it will take you to achieve your goal. However, dovetail as much as possible. Try to get involved in project management tasks that will help both your work goals /requirements and your learning/ competency development, goals and requirements.
The award process is flexible – that is, it is intended to link with and be at least partially based on your normal work activities.
Examples of Evidence
The following pages provide examples of some of the types of project management documents that can be used as evidence for assessment. Whatever evidence you use has to be developed/assembled by you. Gathering evidence is not about you knowing where to find examples, it is about demonstrating that you can do all the things required, and therefore competent in all the units/elements required to attain the award of the qualification.
BSBPMG401A
Apply scope management techniques
1
Contribute to scope definition
1.1. Contribute to the identification of project deliverables
Example: Stakeholder analysis templates completed for a project
1.2. Contribute to the identification of measurable outcomes to enable evaluation of project performance
Example: Design room documents, Project Management Plans (PMPs)
1.3. Contribute to the development of the scope management plan
Example: Project management plans (PMPs), scope management plans, change management process/procedures
2
Apply project scope controls
2.1. Undertake work in accordance with agreed project management plan and by using established change control procedures and performance measurement procedures
Example: Project authorisation, tracking/status reports, phase descriptors, sign offs
2.2. Monitor and control aspects of project scope and
communicate instances of non-compliance with overall scope to the project manager and other team members
Example: Status reports, use of traffic light reporting, emails, reports
2.3. Measure progress to determine potential, perceived and actual scope changes
Example: Project closure report, PIR, Status reports, Issue/Change request
2.4. Appropriately report scope changes
Example: Issue/Change request, Lessons learned documentation, reports, emails, Project closure report
2.5. Provide assistance in the review of project outcomes to determine the effectiveness of initial and subsequent scope management approaches
BSBPMG402A
Apply time management techniques
1
Assist in the development of project schedules
1.1. Contribute, within delegated authority, to determining the duration and effort, sequence and dependencies of tasks to meet project objectives
Example: Project schedule, Gantt chart
1.2. Use project scheduling tools and techniques to help establish and integrate planned time management aspects of the schedule, resource allocation and financial requirements
Example: Project team meeting minutes, issues logs/registers, signoffs
1.3. Contribute to the agreement process and communication of the schedule to the client and other stakeholders
Example: Project management plans (PMP)
2
Apply agreed schedules
2.1. Use techniques to measure, record and report progress of activities in relation to agreed schedules and plans
Example: Tracking Gantt charts
2.2. Record variance between actual and planned progress and report to others for remedial action
Example: Tracking Gantt charts
2.3. Contribute to forecasting the impact of changes on the schedule and to the analysis of options
Example: Tracking Gant charts, change management documentation detailing schedule changes/adjustments
2.4. Implement agreed changes to the schedule and update plans as directed to accommodate changing situations throughout the project
3
Participate in assessing time management outcomes
3.1. Provide assistance in the review of project outcomes to determine the effectiveness of time management tools, techniques and approaches used
Example: PIR
3.2. Report scheduling and time management issues and responses to project manager for application in future projects
BSBPMG403A
Apply cost management techniques
1
Assist with the development of the project budget
1.1. Determine estimated costs for tasks and activities and communicate these costs to others for inclusion in project budget
Example: Project team meeting minutes, resource spreadsheets, MS Project Resource Sheets
1.2. Map costs against duration/effort and resources allocated, and communicate to project manager for inclusion in the project plan, budget and expenditure flow
Example: Project budget, budget development working papers/spreadsheets, WBS with resource allocations
1.3. Contribute to the development of cost management strategies and processes, and financial authorisation within delegated authority
Example: Project budget
2
Monitor project costs
2.1. Monitor income and expenditure against the agreed project plan and budgets to facilitate cost management throughout the project life cycle
Example: Status reporting showing cost tracking, variance assessment and actions recommended, S-curves, cashflow spreadsheets
2.2. Use established cost management methods, techniques and tools to identify and report variations in the budget to higher project authority for action
Example: Budgeting tools, earned value analysis
2.3. Implement and monitor agreed actions and report progress to others to ensure cost objectives are achieved throughout the project life cycle
3
Contribute to cost finalisation process
3.1. Provide assistance in the finalisation and transfer of financial assets, liabilities and records to the client or relevant
operational support agency
Example: Financial management system completion reporting/acquitals
3.2. Provide assistance in the review of project outcomes by use of project records, to determine the effectiveness of initial and subsequent cost management strategies and processes
Example: PIR
3.3. Report cost management issues and responses to
project/program manager for application in future projects
BSBPMG404A
Apply quality management techniques
1
Contribute to quality planning
1.1. Contribute to determining quality requirements of project stakeholders
Example: Project scope document specifying deliverables/key processes
1.2. Contribute to establishing quantifiable quality criteria for project outcomes and objectives
Example: Project quality plan, issue/change requests
1.3. Source information to locate and interpret quality policy and procedures
Example: Project meeting minutes, sign offs, quality plan specifying characteristics/attributes, status reports
1.4. Contribute to the development of quality requirements in the project plan and processes
Example: PMP, project quality plan
2
Apply quality policies and procedures
2.1. Undertake work under delegated authority to implement quality assurance within the project in accordance with agreed quality standards and guidelines
Example:
QA processes, checks/audits, procedural documentation to assure quality, training exercises, meetings with team members
2.2. Maintain records and documentation in accordance with set procedures to facilitate quality control and to provide an audit trail
Example: Change management protocols/logs, risk management plan
2.3. Document and evaluate results of project activities and product performance to determine compliance with agreed quality standards
2.4. Report shortfalls in quality outcomes to others to enable appropriate action to be initiated
Example: Quality control documentation, acceptance forms
3
Contribute to continuous improvement process
3.1. Participate in the ongoing review of project outcomes to determine the effectiveness of quality management activities
Example: Change management documentation, emails, meeting minutes
3.2. Report quality management issues and responses to others for application in future projects
BSBPMG405A
Apply human resources management approaches
1
Assist with determining human resource requirements
1.1. Analyse work breakdown structure to determine human resource requirements
Example: Project closure report, PIR, Lessons learned documentation – reports, emails
1.2. Assess skill levels of project personnel against project task requirements
Example: RAM’s, stakeholder analysis sheets
1.3. Assign responsibilities for achieving project deliverables
Example: RAM’s, stakeholder analysis sheets
2
Assist with human resource monitoring and stakeholder
liaison
2.1. Monitor the work of project personnel against assigned roles and responsibilities
Example: RAM’s, task allocation sheets, job descriptions, performance plans, status reports
2.2. Track, monitor and control actual effort against plan, review skill levels against allocated tasks and recommend remedial action, where required, to others
Example: RAM’s, status reports, issue/change request forms, sheets/summaries of discussions pointing to agreed
remedial actions
2.3. Contribute to tracking, monitoring and controlling stakeholder participation and communication with the project
Example: Performance feedback processes, status reports, emails/letters/action sheets/summaries of discussions
2.4. Advise others when assigned responsibilities are not met by project personnel, or stakeholder expectations are at variance
2.5. Undertake work in a multi-disciplinary environment in accordance with established human resource management practices, plans, guidelines and procedures to achieve designated project objectives
Example:
Human resource management plans, emails/letters/action sheets/summaries of discussions pointing to agreed remedial actions
2.6. Resolve potential and actual conflicts in accordance with agreed dispute resolution processes or report to others for resolution
Example: RAM’s, communication plans, emails/letters/action sheets/summaries of discussions
2.7. Offer human resource development opportunities to individuals with skill gaps
Example: Performance feedback processes, emails/letters/action sheets/summaries of discussions, staff training and
development plans
3
Contribute to evaluating human resource and stakeholder
management practices
3.1. Contribute to assessing the overall effectiveness of project human resource management and document lessons learned
Example: Completion report, lessons learned, PIR
3.2. Report human resource issues to others to aid the continuous improvement process
Example: emails/letters/action sheets/summaries of discussions
3.3. Contribute to stakeholder satisfaction analysis and assist with post-project operational review
BSBPMG406A
Apply communications management techniques
1
Contribute to communications planning
1.1. Identify, source and contribute relevant information requirements to initial project documentation
Example: Project communications plans/spreadsheets
1.2. Contribute to developing and implementing the communications plan and communications networks
Example: Project management plan with specified communications plan section
2
Conduct information management activities
2.1. Gather, validate, store, retrieve, filter and disseminate information within agreed procedures as directed, to aid decision making processes throughout project life cycle
Example: Reports, project management information system (PMIS), follow-ups, formal/informal processes
2.2. Maintain information to ensure data is secure and auditable
Example: Project management plan with specified communications plan section
3
Communicate project information
3.1. Undertake communication within project, with client and other stakeholders within agreed networks, processes and procedures to ensure flow of necessary information
Example: Documentation of discussions, emails, review forums, reports
3.2. Ensure reports are written and released in accordance with authorisation, or drafted for release by others
Example: Status reports, issue/change requests, PIR, completion report
3.3. Seek information and advice from appropriate project authorities when in doubt
4
Contribute to assessment of communication effectiveness
4.1. Provide assistance in the ongoing review of project outcomes to determine the effectiveness of communications
management activities
Example: PIR processes, review forums, reports
4.2. Report communication management issues and responses to higher project authorities for application in future projects
BSBPMG407A
Apply risk management techniques
1
Assist with risk analysis and planning
1.1. Contribute to identifying and prioritising potential risks throughout the project life cycle
Example: Risk management plan
1.2. Provide input, within delegated authority, to develop risk management strategies and risk management plans within established guidelines
Example: Risk management plan with analysis/response plans, sign off sheet
1.3. Establish risk analysis methods, techniques and tools to assist in the analysis of risks
Example: Risk management plan, project team meeting minutes
1.4. Ensure reporting mechanisms for risks are planned for and agreed to
Example: Risk management plan, ongoing use of risk logs, sign off sheets
2
Conduct risk control activities
2.1. Undertake control activities in accordance with agreed project and risk management plans to achieve project objectives
Example: Risk management plan, risk logs, tracking of new risks
2.2. Measure progress and act on perceived, potential or actual risks within authority or report to others for response
Example: Risk logs, tracking risk occurrence
2.3. Contribute to the implementation of agreed risk approaches and the amendment of plans to reflect the changing
environment
Example: Risk management plan, adoption of contingency strategies, issue/change request
2.4. Identify and report opportunities for action in the same way as risks
