Create a slide deck to assist you in presenting your paper to your company leadership. You should have approximately one slide for each minute of speech. Use graphics, diagrams, and charts to support your points – avoid having too much written material on the slides. Record a video that shows you presenting your paper in front of your slides. You can use whatever app suits you, but preferably one that is common across most platforms such as Zoom or Panopto Express. You can have the video display whatever feels appropriate and comfortable to you as long as at least your face is fully visible, the sound is clear, and your slides are fully visible too.
If this was an on-campus, in-person class, this presentation would be done in front of the class. This type of exercise helps to prepare you in being comfortable doing presentations as a leader. The more you practice, the easier they get. The objective of this degree program is not to make you the best cybersecurity professionals (though we hope it helps), but rather to make you the best leaders you can be – in cybersecurity. Keep that perspective in mind as you prepare your final project.
For information on completing this assignment, please see the “Creating and Submitting Video Assignments” section of the “Course Resources” linked in the left navigation area.
Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment -01 (Written Questions) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG536 Manage Project Risk Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 1: Written Questions Task summary • This is an open book test. • Students need to answer all of the written questions correctly. • Answers must be word processed Required • Access to textbooks/other learning materials • Computer and Microsoft Office • Access to the internet Timing Your assessor will advise you of the due date of this assessment. Submit • Answers to all questions Assessment criteria All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily. Re-submission opportunities You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment. Written answer question guidance The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. Note that the following guidance is the minimum level of response required. Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List – when a question asks you to list something, this means that you are asked to briefly state information in a list format. Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.
Assessment Task 1 Instructions Provide answers to all of the questions below:
Identify at least two project risks for each of the following risk categories: a. Scope risk b. Scheduling risk c. Resource risk d. Technology risk
Outline three examples of tools or techniques that could be used to identify risks as part of a risk assessment process.
Outline three sources of information that can be used to gather information on potential risks within the workplace.
Explain each of the key components of a risk management plan
Summarise the purpose of Australia/New Zealand Standard for Risk Management (AS/NZS ISO 31000:2009) and identify the key principles underlying this risk management standard.
Describe the characteristics, techniques and appropriate applications of both quantitative and qualitative risk analysis.
Outline the key steps involved in a risk management process.
Explain five options for controlling risk.
Define Project Risk management and describe its importance of managing project. Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment -02 (Risk identification and analysis project) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG536 Manage Project Risk Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 2: Risk identification and analysis project Task summary This assessment task requires you, in the role of Project Manager at NatureCare Products, to identify, analyse and evaluate human resources risks associated with establishing new retail outlets for the company. This will involve identifying risks and then meeting with Senior Management to consult on the risks you have identified. Following this, you are required to document risks and control measures in a risk register. This assessment is to be completed in the simulated work environment in the RTO. Required • Access to textbooks/other learning materials • Computer with Microsoft Office and internet access • Risk Management Policy and Procedures • Risk Register Template • Risk Management Plan Template • Space for a meeting • Roleplay participants Timing Your assessor will advise you of the due date of these submissions. Submit • Email with draft risk management plan attached. • Email with risk management plan and completed risk register attached. Assessment criteria For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence. Re-submission opportunities You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment. Assessment Task 2 Instructions Carefully read the following: NatureCare Products is an Australian company based in Brisbane. The company commenced business in 1996 and manufactures and eco-friendly, high quality beauty skin care products. The business was established to cater for a growing demand for skin products that contain eco-friendly and natural ingredients. There is also an emphasis on eco-friendly packaging. The company sells its products in health food shops across the country, as well as on-line through its own web site. The company targets customers that want high quality, eco-friendly products. Market research has identified that around 70% of customers are professional women aged 25 to 55. The company currently has a small range of products that include: • Cleansing creams to soothe skin during make-up removal. Primary ingredients include Shea butter to nourish the skin and plants extracts that are also rich in essential oils with regenerating and anti-inflammatory properties. This product will be for delicate and mature skins and could also be used as a baby cream. • Multi Protection Day Moisturizing Creams for dry to normal skin types that help protect the skin during the day and includes Shea butter and extracts from fragile green algae that provides hydrating and protective properties. • Regenerating facial scrub to clean off dead skin cells to promote regeneration of healthy new cells. This product will be used for most skin types. The strategic objectives of the company are to increase market share by 20% At a recent board meeting the two company shareholders and the CEO discussed options for expanding the business and have decided to establish a chain of retail outlets in central Sydney and Melbourne within the next six months. The CEO has asked you to take on the role of Project Manager for the business expansion project. As set out in the company’s Risk Management Policy and Procedures, the CEO is responsible for monitoring and reviewing the culture of risk management throughout the organisation, so they will work with you to develop the project’s risk management plan. Complete the following activities:
Identify project risk Review the scenario information, as well as the Risk Management Policy and Procedures. Review also the Risk Management Plan Template and the Risk Register Template Take project risk notes that include the following: • Identify risk objectives and standards. • Summary of the risk identification methods used to identify the project risks. • Establish the project risk context. • Identify an appropriate risk ranking system • Determine risk analysis classification criteria • Classify the identified risks within risk categories • Determine risk priorities You will be determining the risks and their context more clearly during the meeting with the project team, but these preliminary notes should demonstrate that you can identify the case study project’s risks yourself. Use the Risk Management Plan Template to record your work and save this document as Draft Risk Management Plan.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment, and ask for the place, time and date that they could attend a Project Team meeting to discuss project risk. Attach your Draft Risk Management Plan to the email.
Participate in a meeting with the Project team and the CEO. At the meeting, go through your risk management plan with the attendees, ensuring that they agree with the assumptions that you have made. Describe each of the risks that you have identified, as well as the questions you considered to identify the risks. Ensure that the meeting participants agree with your risk ranking system, and how it applies to your analysis classification criteria. Discuss the likelihood and the severity of each risk, and its overall risk rating as set out in the Risk Register. Discuss also possible treatments for each risk. For each treatment, identify and discuss their strengths and weaknesses as set out in your report. Agree on risks that need to be documented in the Risk Register as set out in the Policy and Procedures, as well as actions (treatment control measures) that should be taken for each risk. Allocate risk responsibilities to project team members. Discuss with management who should be responsible for each risk management treatment or control method. These staff may not be senior management but may be appointed to the project team for this reason. During the meeting, you will need to demonstrate effective communication skills including: • Speaking clearly and concisely • Using non-verbal communication to assist with understanding • Asking questions to identify required information • Responding to questions as required • Using active listening techniques to confirm understanding
Analyse project risks Following the meeting, you are to perform an analysis of the project risks and incorporate this into the Risk Management Plan. Your risk management plan should include, as a minimum: • Project risk context • Existing risk controls • Risk management objectives and standards • Risk identification methods • Risk categorisation process • Industry sector risk classifications • Risk analysis classification criteria • Risk Management approaches • Risk monitoring and review processes: describe the frequency of regular risk monitoring to identify changed circumstances. Schedule a full review of the risk management process within six months of the new stores opening. • Risks identified: develop an initial list of risks to discuss at a meeting with senior Management. As a guide, this should be between 6 to 10 risks. • Classify project risks • Potential treatment methods: for each of the risks that you identify, suggest at least two potential treatment measures for discussion, including the strengths and weaknesses of measures of each for discussion at the meeting. Use your Draft Risk Management Plan to guide your work and save this version of the document as Risk Management Plan. Your risk management plan should be about four pages long.
Complete the Risk Register. Use the Risk Register Template to guide your work. Your Risk Register should include the following: • Documenting all of the risks as discussed at your meeting. • Including an analysis of each risk including the likelihood of the risk occurring, as well as the severity of the risk should it occur, as well as an overall risk rating. • Documenting risk control measures. • Document actions for each identified risk including:
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachments. Attach your risk management plan and completed risk register to the email. Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment – 03 (Risk Treatment Evaluation Project) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG536 Manage Project Risk Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 3: Risk monitoring and assessment project Task summary This assessment task requires you to evaluate a risk control measure that you identified for a risk in Assessment Task 2 and implement changes in response to this. This assessment is to be completed in the simulated work environment in the RTO. Required • Access to textbooks/other learning materials • Computer with Microsoft Office and internet access Timing Your assessor will advise you of the due date of these submissions. Submit • Email with evaluation report attached. • Email announcing risk control measures implemented. Assessment criteria For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence. Re-submission opportunities You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Assessment Task 3 Instructions Carefully read the following: Assume that one of the risks that you identified in your risk management plan was the inability to attract sufficiently qualified and knowledgeable staff to manage the new retail stores, and that the risk treatment identified is to invest in the training and development of existing staff to fulfil this role, at least in the short term. It was identified that two of the existing customer service representatives are interested in taking on this new role. Neither of the two customer service representatives have managerial skills nor knowledge, but they both have excellent company and product knowledge, as well as customer service skills. The company funded both of the staff members to attend. These staff members are currently managing the two new stores. A staff survey was sent to the two members of staff who completed the training, and their responses are collated in the Training Survey Results. It is now one year later, and the retail stores have now been established in Sydney and Melbourne for five months. Each store employs a Manager, 2 full-time retail assistants and several part-time and casual staff. Financially, both stores are performing well, and are already covering their own overheads. A week ago, both managers were asked to give feedback on how they are coping with their new responsibilities, and how the training that they received helped prepare them for the tasks that they perform today. Their responses are collated in the Manager Feedback. Complete the following activities:
Monitor project risk As set out in the Risk monitoring and review processes section of the Risk Management Plan, regular risk review processes have to be followed to maintain the currency of the Plan. Monitoring the risk environment regularly helps to identify changed circumstances that may impact on the project risks. Review the Training Survey Results and the Manager Feedback, as well as the case study information above, and from Assessment Task 2. Identify changed circumstances impacting project risks Determine risk responses to changed environment
Write a Risk Management Evaluation Report Develop a report for the General Manager that gives an honest evaluation of how well the staff training performed as a risk management treatment. Your report should include, as a minimum, the following: • Review the project outcomes to determine the effectiveness of: o The risk management treatments. o The risk management processes and procedures. • Recommended improvements for application to future projects Describe the changes you would make to your Risk Management Plan to ensure that the risk treatment is more effective the next time a new store is opened. • Identify circumstances that have changed since you wrote your risk management plan, and how the changes may impact project risks • Determine risk responses to the changed environment Use Evaluation Report Template to guide your work. Your evaluation report should be between half a page and a page long.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment and seek their feedback and approval to move forward with the project. Attach your evaluation report to the email.
Send an email to the store managers (your assessor). Assume that the General Manager has given approval for you to implement two of the risk responses that you listed in your evaluation report. Choose the responses that you feel would be most beneficial to the managers and write them a short email to inform them of this. The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style
responding to a classmate must be 200 words and responding to the initial post (discussion post) must be 300 words.
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For each unit you are also required to participate in an academic discussion with your classmates on the topics and issues being covered that week. This is a good place to deepen your understanding of the material and prepare for the exam. Share your thoughts on the study questions and read what your classmates have to say as well. The exchange of ideas will help. The professor will regularly participate in the discussions too, offering guidance and suggestions. Don’t hesitate to ask questions. The goal is for us to advance our thinking about philosophical issues through an analysis of the assigned readings. There is no precise number of posts that will guarantee you a top grade, but less than two posts or 500 words in a week will almost surely be too little participation. However, quality matters more than quantity. The discussion is not an invitation to merely express how much you personally like a topic or how much you dislike the writing style of an author. Also, if you just repeat what has already been said, either by an assigned author or by your classmates, it is not an effective way to join the discussion. Look for good opportunities to contribute to the week’s discussion. It is fine to ask questions when you don’t understand. Others may be in a similar situation. But, make your questions as precise and as detailed as you can. Simply stating that you are confused isn’t very useful
CLICK HERE TO MAKE YOUR ORDER An invitation to merely express how much you personally like a topic or how much you dislike the writing style of an author
After reading your textbook and any provided lecture notes for this unit, post your reaction to one of the provided discussion topics below. Be sure to use your own words and reactions, not simply something you copied from some other online source. Be sure to copy the prompt that you are using for your response into your post.
Your initial posting should be at least 200 words (not including the discussion prompt). You must start a thread in response to the prompt before you can read and reply to other students’ threads. In addition, respond to at least two threads from your classmates, including the thread above and below yours. Each of your responses to two of your classmates’ threads must be at least 75 words. If you are the first poster, respond to the thread below yours and one other thread.
1. Which two Caribbean music styles do you feel best exemplify the idea that music can express discontent and challenge authority? How do the examples you give differ in content and attitude?
2. What are the differences between traditional and new music among the Native American peoples? What is the difference in how it is used? Since Native American music and culture is steeped in gender-specific roles. give your opinion of whether you believe these traditional views are valid and should remain in effect in the light of today’s emphasis on the equality of the sexes.
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