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BSBPMG532 Manage project quality Learner Workbook Table of Contents Table of Contents1 Instructions to Learner3 Assessment instructions3 Assessment requirements6 Candidate Details7 Assessment – BSBPMG532: Manage project quality7 Activities8 Activity 1A8 Activity 1A Checklist10 Activity 1B12 Activity 1C13 Activity 1D14 Activity 1D Observation Checklist15 Activity 1A-1D Checklist17 Activity 2A18 Activity 2B19 Activity 2C20 Activity 2D21 Activity 2A-2D Checklist22 Activity 3A23 Activity 3B24 Activity 3C25 Activity 3A-3C Checklist26 Summative Assessments27 Section A: Skills Activity28 Section B: Knowledge Activity (Q & A)30 Section C: Performance Activity31 Case Studies33 Case Study A – Bob and Jenny’s33 Case Study B – Quality assurance34 Case Study C – Project outcomes35 Case Study D – Design team issues37 Competency record to be completed by the assessor38 Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: · Address each question including any sub-points · Demonstrate that you have researched the topic thoroughly · Cover the topic in a logical, structured manner · Your assessment tasks are well presented, well referenced and word processed Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: · Presenting any work by another individual as one's own unintentionally · Handing in assessments markedly similar to or copied from another learner · Presenting the work of another individual or group as their own work · Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency. Confidentiality The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website. Recognised prior learning Learners will be able to have their previous experience or expertise recognised on request. Special needs Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Assessment requirements Assessment can be: · Direct observation · Product-based methods e.g. reports, role plays, work samples · Portfolios – annotated and validated · Questioning. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. Candidate Details Assessment – BSBPMG532: Manage project quality Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG532: Manage project quality. Name: _____________________________________________________________ Email: _____________________________________________________________ Student ID:_____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed:____________________________________________________________ Date:____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1:____________________________________________________________ Signed:____________________________________________________________ Learner 2:____________________________________________________________ Signed:____________________________________________________________ Learner 3:____________________________________________________________ Signed:____________________________________________________________ Activities Activity 1A Objective To provide you with an opportunity to identify quality objectives and standards with input from relevant stakeholders. Equipment needed · Access to peers · Suitable space for a roleplay. This activity will need to be observed. The assessor has a checklist of criteria they will base your assessment on. This is a roleplay activity to be conducted in groups of four. You are playing the role of project manager while your colleagues will play the role of three different stakeholders. You are holding a meeting to identify two quality objectives/standards from each stakeholder. You must: · Introduce yourself · Explain the reason for the meeting · Identify the stakeholders’ roles · Identify a total of six quality objectives/standards to be implemented (two from each stakeholder) · Communicate effectively and efficiently · Guide the meeting and encourage all participants to provide input. Person A: Customer You have been a customer for over ten years but are fed up with the number of product recalls issued over the past year. You are losing faith in the company as customer service has been very dismissive of your complaints. Your quality objectives are zero product recalls and an improvement in customer service (maintain a customer satisfaction rate of 90%). Person B: Manager Operational efficiency has been negatively impacted over the last 12 months. You have recently hired in the workforce but want to see an overall improvement in operational efficiency by 15%. Defects must also be decreased, and you want to see a huge drop in the percentage of products sent out with issues (send out fewer than 5% of products with defect). Person C: Sponsor You are becoming increasingly frustrated by the product’s performance. Competitors are showing 20 hours of use where your company is at 15. You would like to see this increased to at least 18 hours as soon as possible. You have also heard that deliveries have been delayed recently, it would improve company reputation they could achieve 95% of on-time deliveries. Activity 1A Checklist This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Task #1 –
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments Date: Date: Did the student: Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria 1 Identify quality objectives and standards with input from relevant stakeholders: · Confidently play the role of project manager leading a meeting with stakeholders · Act professionally at all times · Encourage all members of the meeting to share their feelings and input · Introduce themselves clearly and concisely · Explain the reason for the meeting, i.e. to gather input from stakeholders to form a project quality management plan · Correctly identify the stakeholders’ roles, i.e. customer, manager and sponsor · Identify two quality objectives/standards from each stakeholder and make a record of them: · customer – safety: zero product recalls, customer service: maintain a customer satisfaction rate of 90% · manager – defects: send out fewer than 5% of products with a defect, operational efficiency: improve operational efficiency by 15% · sponsor – performance: increase product performance to 18 hours of use, delivery: achieve 95% of on-time deliveries · Effectively and efficiently communicate. |_| |_| |_| |_| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: |_| Satisfactory |_| Not Satisfactory Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria: Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student. Assessor Name: Assessor Signature: Date Marked: Activity 1B Objective To provide you with an opportunity to develop quality metrics for the project and any product output in a quality management plan. This activity does not require observation. Develop and document relevant metrics, standards and criteria for the six quality objectives identified in Activity 1A. Activity 1C Objective To provide you with an opportunity to select quality management methods and tools for resolving quality issues. This activity does not require observation. Select the appropriate quality management tools and methods for resolving the different stages of quality issues. Put an ‘X’ in the relevant box if the tool or technique can help with the stated process improvement step. Tool/Technique Process Improvement Methodology Step Select Understand Performance Review Change Capture Mapping Flowcharting Force field Cause and effect Mind mapping Pareto analysis SPC Scattergrams Matrix analysis Dot plot Histogram Activity 1D Objective To provide you with an opportunity to consult with project team and stakeholders on quality requirements. Equipment needed · Access to peers · Suitable space for a roleplay. This activity will need to be observed. The assessor has a checklist of criteria they will base your assessment on. This is a roleplay activity to be conducted in groups of five. You are playing the role of project manager, and the other participants will make up the project team and stakeholders. Refer to Case Study A – Quality requirements You are holding a meeting to consult the project team and stakeholders on quality requirements. Using the information from the case study, identify seven requirements that are essential to the success of this project. Ensure you lead the meeting efficiently and communicate effectively, and document your findings. Activity 1D Observation Checklist This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Activity 1D The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments Date: Date: Did the student: Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria 1 Consult with project team and stakeholders on quality requirements: · Confidently play the role of project manager during a meeting to discuss quality requirements · Encourage responses from both the project team and stakeholders, and show respect for their input · Consult all participants to correctly identify seven quality requirements: · consistency: units to be internally consistent · availability: units to be available in major outlets across the country · customer experience: flavours to be improved and branding to be reviewed · reliability: enduring and