Beruflich Dokumente
Kultur Dokumente
Student Declaration:
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in
my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in
the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this assessment to a
checking service (which may retain a copy of the assessment on its database for future plagiarism
checking).
Purpose:
This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also provides
evidence to ASQA that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6
months retention period. Under the Public Records Act, this sheet must be retained for 7 years.
Instructions:
Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s
competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with
all assessment to the VET Training Manager according to the assessment submission schedule. Please refer to assessment overview for more
information.
Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date
for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Code: BSBPMG519 Unit name: Manage project stakeholder Sufficient evidence recorded/Outcome
engagement S – Satisfactory
NS – Not Satisfactory
Evidence Unit Assessment Evidence Unit Knowledge Test (UKT) □ S / □ NS (First Attempt)
recorded Task 1 Type/ □ S / □ NS (Second Attempt)
Method of
assessment
Evidence Unit Assessment Evidence Unit Project (UP) □ S / □ NS (First Attempt)
recorded Task 2 Type/ □ S / □ NS (Second Attempt)
Method of
assessment
Evidence Unit Assessment Evidence Unit Project (UP) □ S / □ NS (First Attempt)
recorded Task 3 Type/ □ S / □ NS (Second Attempt)
Method of
assessment
FINAL UNIT OUTCOME
□ Competent □ Competent
Unit Outcome □ Result not available □ Not Yet Competent
Comments
Assessor Signature
Date Assessed
DATA ENTRY
(Entered onto TEAMS) □ Competent (change result to Competent and □ Competent (change result to Competent and enter
enter date assessed) date assessed)
□ Result not available (do not change result, □ Not Yet Competent (change result to NYC and enter
record submission in notes field) date assessed)
It applies to individuals responsible for managing and leading a project in an organisation, business, or as a
consultant.
Pre- Requisites
Not applicable
Co- Requisites
Not applicable
Relevant Legislation
Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act 2004 – Applicable in Victoria
Work Health and Safety Act 2011
Key competencies
The key competencies you will develop and be assessed against in this unit are:
Identify and address stakeholder interests
Manage effective stakeholder engagement
Manage stakeholder communications
Performance evidence
The assessment tasks for this unit are designed to show evidence of students’ ability to:
develop and implement stakeholder engagement for a project of sufficient complexity to
demonstrate the full range of performance requirements
implement a range of appropriate stakeholder communication mechanisms for a project
demonstrate effective team leadership for project team and stakeholders
Knowledge evidence
Students must develop knowledge of the following areas to successfully complete this unit.
identify common problems leading to variances in stakeholder engagement
explain and analyse interests and expectations of stakeholders
describe levels and means of stakeholder engagement
identify and explain stakeholder engagement theory and strategies
describe types of project stakeholders
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the management and leadership – project management
field of work and include access to:
examples of project management documentation for stakeholder engagement
records of project team leadership in stakeholder engagement activities
case studies and, where possible, real situations
Re-submission
Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent
(NYC) for the unit, you must re-enrol and pay the required tuition fees for the unit.
Reasonable Adjustment
At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation,
may be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the
needs of a student with disability or with other learning needs. If you require more details about
reasonable adjustment, please refer to the student handbook.
Learning support
If you require further assistance in your learning, UIT encourages you to reach out to your Trainer to
discuss the areas that you believe you need further assistance with. If you require further support after
consulting your trainer, please see a Student Services Officer who can arrange a time to discuss your
concerns with the VET Academic department.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through quotations
and referencing. Plagiarism is a serious offence; Universal Institute of Technology may impose severe
penalties on students who plagiarise.
For more information on Plagiarism and Cheating, visit UIT’s policy and procedures on the website.
www.uit.edu.au.
Appeals
If you are not satisfied with the decision made by a member of UIT staff, you can appeal that decision. For
more information on Complaints and Appeals please see the Appeals policy and procedures on the UIT
website. www.uit.edu.au.
Course Credits
If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit
transfer. For more information on course credits please see the Course Credits policy and procedures on
the UIT website. www.uit.edu.au.
RPL
If you believe you have sufficient experience and knowledge in this area of study you may be eligible for
Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition
of Prior Learning (RPL) policy and procedure on the UIT website. www.uit.edu.au.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify
to students how their competency was assessed, as well as to identify and reward specific qualities in
their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At
its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to VET department/administration
department in the RTO/person responsible for looking after the VET department/administration of the RTO.
Applicable conditions
All knowledge tests are untimed and are conducted as open book tests (this means you are able to
refer to your textbook during the test).
You must read and answer all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your written skills and
knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Location
This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
Your trainer/assessor will provide you further information regarding the location for completing
this assessment task.
Internal stakeholders are those individuals or groups within a business such as employees,
owners, shareholders and management who have an interest in the company.
Examples of it could be ,
(a) Resource Managers
(b) The Project Team
(c) Internal Customers
External Stakeholders are any groups or individuals who can affect or are affected by an
organisation, strategy or project. They can be internal or external and they can be at senior or
junior levels.
Examples includes
(a) External customer
(b) Government
(c) Suppliers
The stakeholder identification process is one of the most important processes in project
management because projects are undertaken to fulfil the requirements of stakeholders.
Sources to identify stakeholders includes,
(a) Contract Documents
(b) The project charter
Question 4: Identify the four different levels of stakeholder engagement and briefly
describe each in 10-20 words.
The different levels of stakeholder engagement includes,
(a) Unaware- Not aware of the project and potential impacts
(b) Resistant- Aware of the project and potential impacts and resistant to change
(c) Neutral- Aware of the project, yet neither supportive or resistant
(d) Supportive- Aware of the project and potential impacts and supportive to change
(e) Leading - Aware of the project and potential impacts and actively engaged in ensuring the
project is a success
Question 5: Draw the stakeholder prioritisation grid in the space below, and explain
the purpose of the grid, as well as what the axes and segments stand for. Your
response should be no longer than 200 words.
The Power/Interest Grid contains four quadrants. Each quadrant gives you an indication of the
level of stakeholder management that you’ll have to employ and may also influence the type of
communication style.
Question 6: List seven questions to ask about stakeholders, that can help identify
engagement requirements for them.
These are ,
(i) What do stakeholders expect from the project and how do they benefit?
(ii) Are there any conflicting interests that the stakeholder may have with the project?
(iii) How committed is the stakeholder to the project? Is he/she willing to commit tangible
resources?
(iv) Are there relationship conflicts between stakeholders that can hinder the project?
(v) How stakeholders impact on organisation performance?
(vi) What could be the role of stakeholder in CRS related activities?
(vii)What procedures stakeholders adopt to to protect their interests?
Four key factors that affect effectiveness of stakeholder engagement strategy includes,
(i) Management Support
(ii) Identification of stakeholders information
(iii) Stakeholder assessment
(iv) Decision making
(v) Action and evaluation
(vi)Continuous Support Group
Question 8: For each of the levels of influence/ interest in the table below, identify
a suitable engagement and communication approach to adopt, provide a brief
description (20-40 words) of each approach, and one example of each approach.
High Influence Develop and Launch of The plan details the activities for the launch of
High Interest Plan the programme
High to Low Influence Launch the programme All stakeholders are told about the programme
High Interest Supportive comments from advocates
High to Low Influence Prepare a public-facing The target audience understands the
High to Low Interest evidence for-change evidence for change by reading the summary
document documents
Question 9: Identify four common reasons why actual stakeholder engagement
levels can vary from anticipated levels. Discuss (in 20-30 words) how variance
affects project success.
The four common reasons why actual stakeholder engagement levels can vary from
anticipated levels. It includes,
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code BSBPMG519
Unit name Manage project stakeholder engagement
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Project (UP)
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items on the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the assessment
task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with
your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment
Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your
request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of
this assessment task.
Applicable conditions
This project is untimed and conducted as an open book test (this means you can refer to
textbooks or other learner materials during the test).
Time limit for role play is 10 minutes.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills,
techniques and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Location
This assessment task may be completed in a classroom, learning management system (i.e. Moodle),
workplace, or independent learning environment.
Your trainer/Assessor will provide you further information regarding the location of completing this
assessment task.
You are a requirements analyst with WizTech, a web development agency. Your agency covers all aspects
of web development, including back end design and management, front end design, and testing.
Your organisation has been awarded the following tender from National Archives of Australia:
A service provider is being sought for the technical upgrade of the Archives’ website Destination:
Australia. In order to ensure the best value for money and optimal functionality (for the website and
related exhibition interactive) going forward, it is necessary for the website to be transferred from a
proprietary CMS to a commonly available CMS (including, but not limited to, an Open Source CMS).
The website will enable the National Archives of Australia to collect user contributed data about the
photographic collection featured on the site. The interface must be modern, engaging and user-
friendly, designed to meet the needs of people of all ages, and differing levels of computer and
English literacy. The website must interact successfully with an exhibition interactive via an existing
API. There is an option for hosting, maintenance and support services to be provided from contract
execution until 31 December 2019.
Timeframe for Delivery: November/December 20XX with a possible extension of up to 3 years for
hosting and maintenance.
The Requirement
The National Archives of Australia (Archives) (the Customer) is responsible under the Archives Act
1983 (Cth) for the preservation and storage of Commonwealth records, including the archival
resources of the Commonwealth.
This procurement request relates to the website redevelopment and hosting and maintenance
services for website Destination: Australia. The current website is located at
https://www.destinationaustralia.gov.au
The photographs showcased on this website are part of the Immigration Photographic Archive
(Series A12111). This collection comprises more than 22,000 black-and-white and colour
photographs taken by government photographers between 1946 and 1999 to record the arrival and
settlement of migrants in Australia after World War II. The photographs were used in newspapers,
magazines, posters, brochures and displays to promote Australia as a prosperous welcoming nation
to potential migrants and to reassure the Australian public that new migrants would readily settle
into the Australian way of life.
In 2014, Destination: Australia was upgraded to encourage users to upload their own photographs
and stories to share their migrant experience, further adding rich personal context to the Archives’
collection. These ‘Feature Stories’ are also available (via an API) in a ‘Globe’ interactive in the
Archives’ exhibition A Ticket to Paradise?, which is touring nationally from April 2016 to September
2019.
Required
Redevelopment of existing website Destination: Australia
Software to be either open source or common-use proprietary Content Management System
(CMS)
One website prototype round, with testing and feedback
Website testing including content review
Final revisions
Final testing and bug fixes
Website handover
Final documentation including website style guides, master templates, admin user
guidelines, technical specifications. This must be written in English with clear instructions for
non-technical experts to operate the CMS.
Optional
External hosting and ongoing support with a service level agreement (3 years).
Updates and post implementation changes in response to user feedback
Required deliverables
API compatibility
The website must continue to work with the pre-existing API linking the content with an
exhibition interactive
The administrator account to the Destination: Australia CMS must have a check box function
that allows the administrator to select which feature stories will be published through the
API to the exhibition interactive.
The API must be able to draw all user-added content in the selected feature stories,
including photographs, through to the linked exhibition interactive.
The website will support sourcing and storing its data from the Archives’ API, according to
API calls provided by the Archives, to ensure valid, up to date data is displayed on the
website.
The website must successfully GET, POST and PUT and DELETE data using the API within
agreed timeframes.
Data from the API contains a mix of official records and user generated content
API compatibility and function must be maintained at all times until December 2019
The successful supplier will be provided with further documentation on the API.
Accessibility/compatibility
All elements of the solution must comply with the relevant Australian Government
mandatory criteria including meeting Web Content Accessibility Guidelines (WCAG) 2.0 – to
Level AA. Refer to the Australian Government Digital Transformation Office website for more
information – https://www.dto.gov.au/standard/design-guides/
Any online forms should include identifying mandatory fields, error validation and error
suggestion on input fields (e.g. include @ for email addresses), as per the WCAG 2.0 Level
AA.
All elements of the solution must display consistently across popular Windows, Macintosh
and Linux browsers including Internet Explorer (V9 up), Firefox, Chrome, Safari and Opera.
Code to ensure ease of use and accessibility from desktop, tablet and smart phone / mobile
platforms using responsive interface design.
Hosting
The website application must be built to be hosted externally to the Archives’ IT
infrastructure taking into account data sovereignty, data protection controls (see the
Australian Government Protective Security Policy Framework (PSPF) and Information
Security Manual) and compliance with the Privacy Act.
Please see ‘Optional Deliverables’ for information on the optional hosting component of this
procurement process.
Aesthetic design
The aesthetic design of the website must be maintained for the upgraded website.
Style guides and other necessary components will be provided to the successful Supplier.
Navigation
Website navigation must align with pre-existing information architecture for Destination:
Australia.
Breadcrumbs must be added to the top of each page to enhance user navigation
Search function
Ability to query search and return search results, this will be supported through the API calls,
and the interface will need to be configured to return merged search requirements and
apply search parameters (e.g. filters) for the Discovering Anzacs interface.
Required: free text feature stories and comments contributed by users must be posted back
to the API to become searchable on Destination: Australia.
User-added tags on stories must be posted back through the API to become searchable.
User-added locations on stories must be searchable and clickable to sort stories by place
Adding terms to the search parameters should refine the search (it currently expands the
result field)
The website must include all images within the A12111 series/collection, and search results
must display all relevant images. Check that search picks up all photographs in collection (or
that Destination: Australia captures all images in A12111) – e.g. searching for “Petrus
Mouwmans” does not give a result, although it is listed in RecordSearch: A12111,
1/1963/14/9.
Results distinguish between feature stories, collection items and user added photographs.
Results able to be sorted by category (feature story, collection item) or by date range
(earliest to latest or vice versa)
Image title to appear at the top of the results display (currently “view this photograph”).
Hit highlighting - the search interface will support search term (eg. keyword, name) hit
highlighting using bold or similar
Updates/fixes to ‘add your story’ form (see Attachment B for images of changes)
All free text fields must allow users to copy and paste text from other programs.
The fields ‘Year’, ‘Country of origin’, ‘Theme’ and ‘Photos’ (at least one) must be compulsory
Adding images
‘Add photos’ must be moved to location above ‘Add Your Story’
When adding an image from the website, the citation and image caption must also be
imported. The citation (e.g. NAA: A12111, 2/1969/4A/18) must be locked in, with the option
for the user to personalise the caption.
When adding an image from the website, users must be able to search by collection control
symbols and non-consecutive key words.
When adding an image from the website, user has the ability to refine the search using date
range.
When adding an image from the website, clicking ‘enter’ after typing keyword must initiate
the search (currently takes user to blank error page).
‘Add image from website’ search must return all results available through Destination:
Australia.
The website must perform checks to ensure the user is uploading an accepted size and
format (e.g. png, jpeg) and provide error messages where limits are exceeded.
Optional: add a new function to allow users to select from their ‘Favourite’ images to add to
their story.
Optional: users able to crop images before they upload.
Home page
Optional: preview of ‘Feature stories’ displays feature stories at random
Testing
The Supplier must outline the project plan and team roles and the testing strategy and plan.
It should also include any handover files and documentation to be provided for
implementation.
Extensive testing will be required prior to the website launch. This includes iterative testing
during development, implementation of changes and subsequent re-testing.
On implementation and handover the Destination: Australia website should be fully
functional and populated with relevant content and data. As part of the website handover,
training sessions and support documentation for nominated administrators will also be
required.
Testing must include success of API calls to/from the Destination: Australia website for
creation, deletion, updates and retrieval of data in conjunction A Ticket to Paradise? ‘globe’
interactive.
The National Archives will determine when the website is ready to be launched and the
date. However, the supplier must be able to meet the nominal launch date of 25 October
2016.
Acknowledgements
The banner (visible on all pages) must include:
Optional
Should the option of host services be agreed to by the Customer, the Supplier must attend
ongoing support meetings or maintain regular communication as required, up until the end
of the contract.
After delivery
The Supplier must commit to providing defect resolution in the post-launch period, up to 30 April
20xx, in response to Archives user testing and feedback. In this period the Supplier must complete
full internal testing and bug fixes before any solution release for publishing.
Optional deliverables
Your organisation has been awarded this tender because your proposal outlined focus groups and
iterative testing with end users as key tactics in stakeholder engagement.
The Communications Director of the National Archives of Australia is the project sponsor and the client
side project manager.
At WizTech, the team working on the project comprises the following members:
Requirements analyst (you)
o Key tasks include:
Elicit client requirements
Analyse client requirements and establish goals
Document client requirements and establish product specifications
Communicating requirements and specifications to other team members
Managing scope of the project
UX and UI designer
o Key tasks include:
Creating information architecture (i.e decide how information is organized and
presented to the user)
Developing wireframes (product blueprints that show the web application’s
structure)
Developing product visuals and style
Creating prototypes for user testing
Front end web developer
o Key tasks include:
Developing HTML+ CSS code
Developing JavaScipt code
Developing interface of the website
Ensuring cross platform compatibility of the website
Back end web developer
o Key tasks include:
Writing server-side scripts
Creating and manage databases
Integrating the application with cloud computing services
Developing or integrating a Content Management System
Implementing security standards
Testing products
Maintaining server infrastructure
Updating website
Quality Assurance specialist
o Key tasks include:
Preparing website testing strategies (such as AB testing, and focus groups)
Testing software quality
Testing the user interface and app compatibility with various browsers
Development operations (DevOps) engineer and system administrator
o Key tasks include:
Testing products
Updating website
Maintaining server infrastructure – ongoing even after project completion
The DevOps engineer was hired three months ago after one of the back end web developers at WizTech
went on maternity leave. The DevOps engineer was supposed to be a temporary position, to take on
some of the non-coding related tasks of the remaining back end developers, in the absence of their
colleague. However, WizTech found a DevOps engineer to be a valuable addition to their team, and
decided to make the role permanent.
Part A
You are the requirements analyst, as well as the project manager of the National Archives of Australia
website redesign project.
You have already sent the tender and Project Charter to all the members of your team, and they have
come to the meeting with all the information about the client’s requirements.
Participate in a meeting with your team to ascertain their readiness to participate in the project, and
assess their engagement needs.
This is a role play. Your assessor will organise five volunteers to play the roles of the team members. Your
assessor will observe, record and assess your performance using the Role Play Observation Checklist
below.
Part B
Prepare a Stakeholder Engagement Plan based on the information provided in the case, and your meeting
with your team members.
Project briefing and initial To ensure clear understanding of Face to face brief meeting
engagement project scope, aims and likely Summary of the project
outcomes. available in printed format
To ensure clear understanding of Project details (electronic
roles and responsibility or printed) available upon
To generate a shared request
commitment and understanding Incentives such as
for the project refreshments and
To generate momentum for stationary are useful to
change engage frontline staff.
Clear statement of what
the project is “not about”
Active involvement and To best utilise available expertise Selective identification and
engagement for project success involvement of individuals
To identify and involve change when required
champions for project Provision of incentives for
implementation change champions e.g.
To obtain feedback and certificate of participation,
comments in order to identify professional development,
problems early presentations and
publications
Provision of incentives for
feedback and comments
such as a lucky draw
To assist with completion, examples are provided throughout. Local authorities may find
it necessary to have an overall engagement and involvement strategy, and then make
reference to further documents which consider individual projects/tasks in more detail.
Local authorities or providers may find, for example, that in the case of the development
of individual schemes, a more detailed implementation plan would be appropriate which
may specifically identify stages and tasks in detail, and then identify who will undertake
them and at what time. Suffolk County Council have produced such a template, which is
available for use by others and follows the stakeholder and engagement plan.
ICON BUILDERS
EXTRA CARE HOUSING STRATEGY
Stakeholder Engagement and Involvement Plan
Activity Example
Name of the change Borchestershire Extra Care Housing Strategy
programme:
Objectives
For example the objectives of the plan are:
Student name
Unit and Task being BSBPMG519 – Manage project stakeholder engagement
assessed
Course name and
title
Assessor name
Date of observation
During the role play, did the Check (X) Comments
student: Yes N (How did the student demonstrate this?)
explain the purpose and agenda of
the meeting
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT3- Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the assessment
task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Trainers/Assessors
• Please make sure the student has completed the necessary prior learning before attempting this
assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks
to be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the
answers).
• Please ensure that your student must have all the required resources needed to complete this Unit
Assessment Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the
request for extension to submit the assessment work.
• Request for an extension to submit assessment work must be made before the due date of this
assessment task.
Project briefing and initial To ensure clear understanding of Face to face brief meeting
engagement project scope, aims and likely Summary of the project
outcomes. available in printed format
To ensure clear understanding of Project details (electronic or
roles and responsibility printed) available upon request
To generate a shared Incentives such as
commitment and understanding refreshments and stationary
for the project are useful to engage frontline
To generate momentum for staff. Clear statement of what
change the project is “not about”
Active involvement and To best utilise available expertise Selective identification and
engagement for project success involvement of individuals
To identify and involve change when required
champions for project Provision of incentives for
implementation change champions e.g.
To obtain feedback and certificate of participation,
comments in order to identify professional development,
problems early presentations and publications
Provision of incentives for
feedback and comments such
as a lucky draw
Applicable conditions
This project is untimed and conducted as an open book test (this means student can refer to
textbooks or other learner materials during the test).
Time limit for the role play is 10 minutes.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Competent or Not yet competent.
Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she
complete this assessment task.
The trainer/assessor may ask student relevant questions on this assessment task to ensure that
this is their own work.
Location
This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
Trainer/Assessor will provide student further information regarding the location of completing
this assessment task.
Assessor’s instructions:
Assesses each student’s performance in accordance with the performance criteria for
competency listed in the Unit Trainer and Assessor Pack (UTAP).
Assess each student’s performance and provide feedback within two weeks of student
attempting this assessment task.
Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
Submit assessed unit assessment pack to student administration within one week of marking so
results can be uploaded into the student management system.
Scenario
Three days after project commencement, after a team meeting, the back end web developer comes to
you and expresses her concerns over working for this project.
She explains that she does not know how to negotiate a division of tasks with the DevOps engineer, who
now handles some tasks that she previously used to, including website maintenance, testing and updates.
She admits to feeling lost and overwhelmed at having to negotiate this conflict in addition to getting back
into work mode after returning from maternity leave.
When you speak to the DevOps engineer about this, they confirm that they are feeling unconfident about
participating in this project as they do not want to step on any toes.
Temporarily editing the position description of the back end web developer to remove responsibility for
website maintenance, testing and updates, for the duration of this project, will allow her to focus on the
coding aspect of her job role without any overlap with the role of the DevOps engineer.
Part A
Participate in a meeting with the back end web developer and the DevOps engineer to negotiate a
division of tasks, and identify what they need in order to perform effectively.
This is a role play. Your assessor will organise two volunteers to play the roles of the developer and
DevOps engineer. Your assessor will observe, record and assess your performance using the Role Play
Observation Checklist below.
Part B
Draft an email to your team, to provide them with an update of the change in role of the back end web
developer and DevOps engineer, and the reasons for the change.
Your language and tone should be professional and engaging, in order to demonstrate that all team
members can contact you by email or in person, if they have any issues with their work.
A task schedule is a list of who should do what by when. The schedule is developed
at the beginning of the project and continually updated as the team encounters new
challenges or changing criteria.
Task schedules should build review points into the schedule. A review point is simply
time dedicated for team members to provide feedback on one another’s work (as well
as a timeline for implementing those changes). Review points greatly increase the
quality of the project because team members can catch errors and suggest
improvements.
TASK SCHEDULE
1. Take a deep breath and eliminate the temptation to make an emotional or personal
attack
1. Clearly communicate the "bottom line" meaning of our results throughout the
report.
2. Impress the instructor with the amount of effort we have put into collecting and
analyzing our data.
Personal goals:
Individual Commitment:
• Aaron, Yolan and Mandy are all willing to put in 100% effort.
• Bryan would like to put in 100% effort but is unsure if his job will allow him
to commit that much time. He is willing to accept a slightly lower grade if it
turns out he cannot keep up.
Other concerns:
• Yolan is worried that her grammar skills may need a lot of work.
• Mandy has only done one PowerPoint presentation before but really wants to
improve her tech skills and will work hard to learn.
• Aaron is usually unable to check his email on evenings and weekends but will try
to check at least twice every school day.
• Bryan is just worried about his job interfering.
Conflict Resolution:
Missed Deadlines: If a team member misses a deadline, the project manager will send
a "gentle reminder" email. If that team member does not respond within 24 hours, the
project manager will contact the instructor, describing the problem. If there is some
extenuating circumstance (ex: personal emergency), the project manager will contact the
rest of the team for input on how to proceed.
Unacceptable Work:
If a team member turns in work that is clearly unacceptable (ex: leaves out important
information; has major errors; does not meet the assignment criteria; clearly does not
meet the team goals of emphasizing the bottom line throughout), other team members
should report their concerns to the project manager. The project manager will then
contact that team member with a list of concerns and suggest a deadline (usually 48
hours) for when a revised copy of the work is due. If that team member is confused about
why the work is unacceptable, they should contact another team member, the instructor,
or the writing center for assistance and email the project manager explaining their
progress on seeking assistance for the problem. We want to note that there is no shame
in seeking outside assistance!
MEETING MINUTES
Version 1
From: Naseer
To: Team
Karen started us off by showing us a website about oil tanker transportation. We looked at
that for five minutes and then Jason suggested we review the draft Jeff prepared. Jason
noted some incomplete sentences. Susan also noticed some minor grammatical errors.
Karen suggested moving the information on oil transportation closer to the beginning. Jason
agreed. Susan and Jeff also thought this was a good idea, but felt jumping right in to the
details on transportation would be too abrupt. The others agreed that the current introduction
should remain, but Karen thought that it should be minimized since our audience would
already know this information.
Jeff liked the current introduction because it has emotional appeal and would catch our
audience’s attention. Jason and Susan weren't sure which version would be best. Karen
suggested that we prepare two different versions and ask the instructor which one would be
best of our audience. Jason volunteered to set up a meeting with the instructor later in the
week, but Jeff and Karen didn't have copies of their schedules with them. Everyone on the
team will email
Jason tonight with a copy of their schedule. Karen volunteered to write up a revised draft
and email it out to the team by Wed. night. Everybody will read this draft and show up on
Thursday with comments.
Jeff suggested that the team begin working on the next section of the proposal. Susan, Karen
and
Jason thought that we needed to include information on costs. Jeff thought that we should
look at SPCC regulations next, but agreed that costs were also a high priority. Susan's uncle
works for Texaco and can provide us with some information on costs. Jason volunteered to
draft a section on costs by next Tuesday. Jeff and Susan both have a calculus test on Wed.
and can't work much on the project until then. We set up our next team meeting for Thursday
at 1:00.
MEETING MINUTES (CONTINUED)
Version 2
From: Naseer
To: Team
To Do:
• Everyone: Email Jason tonight with your schedule for Friday and Monday
• Karen: implement the changes the team made on the research review. Email revised
draft to
team by Wed.
• Jason: set up meeting with instructor for Friday or Monday.
• Susan: draft a section on costs by next Tuesday.
• Everyone: Read the draft Karen emails us and show up on Thurs with comments.
Decisions:
1. Revisions to research review:
We spent most of the meeting discussing Jeff's draft. We decided to
(1) Move the information on oil transportation closer to the beginning
(2) Prepare two different versions of the introductory section—one with the current
emotional
Introduction on the environmental impacts of oil spills and one with the more minimized
Introduction that doesn't repeat info our audience already knows. We will ask the
instructor to decide which works better for our audience.
Karen will make the changes the team suggested and email out a revised version by Wed.
night.
We should all read it and come in on Thursday with comments.
3. Costs:
We decided that the next step is to estimate the costs of modifying the oil tankers.
Susan will research this information and draft a section on costs by next Tuesday.
4. EPA website
Karen found some good information about oil transportation on the EPA website. The url
is:
http://www.epa.gov/oilspill/
Next meeting (3/7): Discuss Karen's revisions to research review; Verify meting time
with instructor; Discuss costs section if time.
MEETING MINUTES (CONTINUED)
Version 3
From: Naseer
To: Team
2. The group discussed Jeff's draft. Jason and Susan noted some grammatical errors.
Karen
Thought the information on the environmental impact of oil spills should be minimized.
Jeff
Objected, stating that the current introduction provided emotional appeal and would
grab the reader's attention.
3. Karen moved that we prepare two versions of the introduction section and
volunteered to complete this task by Wed. night. The motion was agreed to by the
rest of the group.
4. Jason moved that the group set up a meeting with the instructor and volunteered for
this task. This motion was agreed to by the rest of the group. Everyone needs to email
Jason with their schedule tonight.
5. Jeff moved that we work on the costs section next. Susan informed the group that her
uncle works for Texaco. Susan moved that she will find out information from costs from
him and draft a costs section by next Tuesday. This motion carried unanimously.
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2018 Review Date: Feb 2019 Unit Name: BSBPMG519 – Manage project stakeholder engagement
Page | 64
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Page | 65
Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2019 Review Date: Feb 2019 Unit Name: BSBPMG519 – Manage project stakeholder engagement