-274319315595BSBPMG810
right-91440000
-274319315595BSBPMG810
Prioritise Projects and Programs
Learner Workbook
00BSBPMG810
Prioritise Projects and Programs
Learner Workbook
Table of Contents TOC o "1-3" h z u
Table of Contents PAGEREF _Toc76693800 h 1Assessment instructions PAGEREF _Toc76693801 h 2Assessment requirements PAGEREF _Toc76693802 h 5Candidate Details PAGEREF _Toc76693803 h 6Assessment BSBPMG810 - Prioritise projects and programs PAGEREF _Toc76693804 h 6Activities PAGEREF _Toc76693805 h 7Activity 1A PAGEREF _Toc76693806 h 7Activity 1A checklist for assessor PAGEREF _Toc76693807 h 8Activity 1B PAGEREF _Toc76693808 h 9Activity 1B checklist for assessor PAGEREF _Toc76693809 h 10Activity 1C PAGEREF _Toc76693810 h 19Activity 1C checklist for assessor PAGEREF _Toc76693811 h 21Activity 2A PAGEREF _Toc76693812 h 22Activity 2A checklist for assessor PAGEREF _Toc76693813 h 26Activity 2B PAGEREF _Toc76693814 h 27Activity 2B checklist for assessor PAGEREF _Toc76693815 h 29Activity 3A PAGEREF _Toc76693816 h 30Activity 3A checklist for assessor PAGEREF _Toc76693817 h 37Activity 3A Observation checklist for assessor PAGEREF _Toc76693818 h 38Knowledge Activity (Q & A) PAGEREF _Toc76693819 h 40Knowledge Evidence checklist for assessor PAGEREF _Toc76693820 h 40Competency record to be completed by assessor PAGEREF _Toc76693821 h 41Instructions to Learner
Assessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-pointsDemonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processedActive participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one's own unintentionally
Handing in assessments markedly similar to or copied from another learnerPresenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has completed all the assessments for this unit of competency, the learner will be awarded Competent (C) or Not Competent (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Recognised prior learningLearners will be able to have their previous experience or expertise recognised on request.
Special needsLearners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirementsAssessment can be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios annotated and validatedQuestioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate DetailsAssessment BSBPMG810 - Prioritise projects and programsPlease complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG810 - Prioritise projects and programs.
Name: _____________________________________________________________
Learner ID: ______________________________________________________________
Email:_____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:____________________________________________________________
Date:____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:____________________________________________________________
Signed:____________________________________________________________
Learner 2:____________________________________________________________
Signed:____________________________________________________________
Learner 3:____________________________________________________________
Signed:____________________________________________________________
ActivitiesActivity 1AObjective PC1.1 Identify proposed, planned, active or inactive projects and programs in the organisation.
Research information on Governments Covid 19 recovery projects and programs in your state and answer questions as follows:
1. Give at least two (2) examples of Covid recovery programs in your state.
You must explain
(i) purpose of each program
(ii) plan of each program
(iii) identify whether the program is active or inactive.
2. Give at least two (2) examples of Covid recovery projects relate to the program you identified in question 1 Activity 1A.
You must explain
(i) purpose of each project
(ii) plan of each project
(iii) identify whether the project is active or inactive.
Activity 1A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner gives at least two (2) examples of Covid recovery programs in his/her state.
The learner explains
(i) purpose of each program
(ii) plan of each program
(iii) identify whether the program is active or inactive.
Yes No
(Please circle) PC1.1
The learner gives at least two (2) examples of Covid recovery projects relate to the program he/she identified in question 1 Activity 1A.
The learner explains
(i) purpose of each project
(ii) plan of each project
(iii) identify whether the project is active or inactive.
Yes No
(Please circle) Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Activity 1BObjective 1.2 Identify project sponsor and project approval status of all identified projects.
Refer to Brisbane regional recovery action plan provided and identify project sponsor and project approval status for (i) Artificial Intelligence Hub in Fortitude Valley project, and (ii) Cross River Rail project.
Activity 1B checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner identified the project sponsor for Artificial Intelligence Hub in Fortitude Valley project correctly.
Yes No
(Please circle) PC1.2
The learner identified the project approval status of the Artificial Intelligence Hub in Fortitude Valley project correctly.
Yes No
(Please circle) The learner identified the project sponsor for the Cross River Rail project correctly.
Yes No
(Please circle) The learner identified the project approval status of the Cross River Rail project correctly.
Yes No
(Please circle) Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Case Scenario: I am the PMO
Unilever is a global company where it has 149,000 employees across the world with over 400 brand names in over 190 countries (Unilever 2021). Unilevers mission is to add vitality to life. We meet everyday nees for nutrition, hygiene and personal care with brands that help people feel good, look good and get more out of life. Since Unilever operate a number of brands, each brand has its own business systems, processes, and procedures that represented their local knowledge and were minimally documented. Decentralization was emphasized and inconsistencies in the management of programs emerged across the company. Some of the larger programs were experiencing above-plan costs and schedule delays, yet were still achieving consistent levels of customer satisfaction due to the superior technical expertise and customer service provided by the company. One of the business units within the company experienced a significant clash of cultures as a result of the companys merger and acquisition activities. One of the merged corporations placed significant emphasis on processes, procedures, and training of its employees in program management, while the other company retained its strong engineering orientation. At the end of the acquisition process, the integrated company no longer placed the same emphasis on program management as a true discipline and function of the organization. Program management oversight was relegated to a voluntary department, which was largely ineffective because it was starved of both authority and budget. Department representatives were provided by the business areas as an additional duty rather than a priority, and their engagement was sporadic as dictated by the demands of their programs. However, a budget promoted a business environment where orders and sales grew at a rapid pace. Engineering managers and project leaders were promoted into program management roles based on their achievements as engineers, but were not trained in program management. As a result, programs were run as projects and were not meeting the business performance measures such as cash flow and profit margins. Program planning, if any, was the minimum required by contract. Risk management was loosely practiced and mainly by engineering. Estimates, when completed, were inaccurate, and financial performance was below plan. Lines of responsibility, accountability, and authority had also become blurred. The environment encouraged customer intimacy where the program managers role was largely outwardly facing. Program management processes were considered too administratively burdensome and an unnecessary cost. Project leaders ran the programs and engineering managers had significant influence on the direction of the programs. All of this led to conflicting roles between program managers and project leaders as well as higher levels of management in customer communication and contact. Long-term strategic planning became overly optimistic based on the varying views of the program manager and the levels of management above. Business planning was inaccurate and programs were not achieving their annual goals and objectives because program execution primarily remained technically focused. In short, the focus was on winning business in a low-margin, highly competitive industry. After a number of years managing confusion, the leadership team recommended a renewed focus on program management and the establishment of a program management office to the senior executive of the business.
WELCOME TO THE COMPANY
The business leaders decided to reinstitute program management under a new model based upon the senior executives belief that program managers skills and behaviors must include business acumen, strategic focus, and solid leadership. He believed these skills were an integral part of the program managers behavior that was not currently demonstrated in their business unit. The direction of any program requires a plan that provides a balanced, strategic approach between the customers requirements, technological advances, and the needs of the business to realize its return. The program managers within the organization needed to understand why they owned a business within the business. There was consensus among the leadership team that there was a need for a strong PMO manager who could implement this new model, and that this position had to be created with equal footing to the business unit directors to emphasize the importance of program management. They also believed that the PMO had to be part of the senior management team at a level comparable to other critical functions such as finance, engineering, and operations. The reasons for this were:
It establishes program management as a true function on par with the other key functions in the organization.
It provides alignment between business strategy and program execution, consistency in business results across the programs, and development of program management competencies and career path. The PMO must have sufficient political and decision-making influence to broker tensions between functions.
Increased emphasis on program management addresses two common business needs:
1) consistency in definition, planning, and execution of all programs, and
2) the need for a single program point-of-contact and accountability that provides improved communication, decision making, and program oversight.
The precise roles and responsibilities were loosely defined to enable recruiting of the right individual with a proven record of accomplishments and in-depth knowledge of program management processes. The person selected for this role needed to understand the program management discipline through direct experience as a program manager. The experience gained by leading programs of significant size and complexity was necessary to understand the range of programs in the companys portfolio.
A proven track record of leading highly technical, integrated programs while achieving cost, schedule, and other program objectives had to be evident. The PMO Manager role was defined as:
Measuring overall success of programs and their ability to meet business objectives.
Focusing on consistency of methods, tools, metrics, and practices across all programs and projects.
Defining program metrics to ensure programs are meeting business objectives.
Developing and administering a career ladder for growth and advancement of program managers in conjunction with human resources and the other business directors.
Being the focal point for competency building and providing a learning environment for alignment of leadership, philosophies, and practices.
Continuing the improvement and maturity of people, processes, and practices by capturing best practices, tools, and metrics.
Establishing and evolving a central knowledge base for program management. The company found who they were looking for in Ron Jacobsen. Jacobsen spent 27 years with a large corporation in the aerospace industry where he managed three international programs over a ten-year span. During this time, Jacobsen experienced the implementation of an executive PMO and evolution of the companys program management processes. Jacobsen also served on the steering committee for those processes and taught program management courses to program managers and other company personnel.
UNDERSTANDING THE LANDSCAPE
Jacobsen began his new role by understanding the current state of program management competency within his new company. The existing procedures were read, program reviews were attended, and the work of the program management department was assessed. He found that a comprehensive training curriculum was published; however, little budget was provided to actually conduct the training. Small pockets of coaching and mentoring based on self-assessed competencies were evident throughout the organization, but company-paid professional development was provided on a limited basis only, due to the minimal available budget. Jacobsen then interviewed senior management, engineering and functional organization managers, and program managers to understand the nature of the environment. The consistent messages that came out of the interviews were:
Program managers were not intimately familiar with the customers requirements, budgeting cycles, or engineering change proposal process.
Programs did not consistently identify risks and opportunities or include them in the estimate at completion.
Subcontracting was unquestionably everyones hot button.
A need existed for a more structured program management approach, a set of tools, and a management department to govern program management.
There did not appear to be a baseline of program management skills.
Program communication was critical but there were conflicting ideas on how to communicate effectively.
New programs tended to be scattered in the early phase but got better with time.
Uncertainty of the various levels of responsibility, authority, and accountability for a program manager was prevalent.
ESTABLISHING STREET CRED
The assessment of the priorities of what needed to be improved and where to start had to entail buy-in by everyone involved (program managers, the functional organizations, and the management chain). Since there was to be no PMO support staff, everyone had to share a common goal to improve the collective program management skills and abilities. However, few completely understood the role of a PMO even though there had been plenty of briefings and one-on-one meetings with the program managers in multiple geographic locations. The social attitude of not invented here, wont work here became evident quickly. A number of times comments such as, Were not the company you came from or Were not an airplane or The processes dont fit the size and complexity of programs we have were voiced. Establishing credibility with senior management and the organizations program managers was vital since Jacobsen and the PMO were new to the company and the business unit. Shortly after joining the organization, Jacobsen demonstrated the power of program management by guiding the recovery of a program for which he had no product or customer knowledge related to this company. His success was based purely upon the reliance of thorough application of the program management discipline. Concurrent with this, he met with all program managers to explain the PMO role and vision and got their input into what made their jobs difficult. His review of procedures determined they were adequate to give a general idea of what a program manager was supposed to do. He attended program reviews to get more insight into the culture and how effectively program managers communicated program execution.
CREATING A TRANSFORMATION PLAN
Jacobsen began to establish a vision for transforming the organization based upon the executive managers belief in the need for a strong program management capability. The vision would be based on several factors. First, the establishment of common program management processes would be required, and then understanding and applying those processes effectively would require training and education. Once trained, a program managers competence could be measured in the effective application of those processes toward managing a program and delivering positive business results. Further development of the program manager could then be supported by additional training and education or an assignment to another program for career development. This iterative approach is displayed in the figure 1 below.
Figure1 - A vision for building program management competency
Jacobsen then developed and proposed a three-year transformation plan that was based on defining the job, teaching it, setting expectations for it to be followed, and measuring improvement in program execution. The primary elements of the three-year transformation plan were as follows: Year One: Establishing the program management model
Define the program management model and align existing procedures to it while identifying gaps or needs for new or updated procedures.
Review and prescribe policies, procedures, tools, and metrics with functional process owners as subject matter experts paired with a program manager to ensure alignment and understanding.
Determine application of processes, metrics, and tools appropriate to program size and category.
Develop and publish Knowledge Area Guide Sheets with the above information as a starting point and continuing reference.
Develop and conduct training to implement program management processes, tools, and metrics.
Establish a cross-business view to optimize program manager assignments across programs through effective workforce planning.
Year Two: Positioning program management for the long term
Overcome remaining resistance to program management acceptance.
Continue improving program planning, execution, and control.
Maintain excellence in customer intimacy.
Validate program management processes and rectify gaps in or need for new ones.
Continue the cross-business view to optimize program manager assignments across programs through effective workforce planning.
Continue program management training in greater detail on processes and financial acumen.
Year Three: Establish program management as the business foundation
Measure effectiveness of program planning, execution, and control.
Grade each programs implementation of program management processes and tools.
Adopt best practices for process improvements.
Establish a complexity model used to determine application of processes, metrics, and tools appropriate for the level of program complexity.
Begin filling the talent funnel with high potential junior program managers.
The transformation plan was approved by the leadership team and then rolled out to the program managers. A budget for training was estimated and approved by the executive sponsora sign that he was solidly behind the plan.
Defining the right program management model to be implemented at the beginning of year one would require substantial effort. In response, Jacobsen established a three-phase approach (Table A.1).
Phase I proved the most daunting considering Jacobsen did not have the domain knowledge of the range of products offered by his new company. His domain knowledge was aerospace program management and processes. He forged his expertise in the former domain by successfully managing three complex programs in an environment where processes were to be followed with discipline. It was eventually defined that there
Table A.1 Three-phase approach for year one transition.
Phase Critical Transition Steps
Phase One Size and define program categories.
Define processes and align existing procedures or identify new ones.
Review and prescribe program tools and metrics.
Determine application of processes, metrics, and tools appropriate to program size.
Phase Two Conduct two days of pre-requisite training to level-set and orient program managers in achieving successful business results through effective program management.
Require training in processes, tools, and metrics and set expectations for performance through an interactive three-day workshop.
Phase Three Finalize all elements of the transformation plan and measure implementation effectiveness.
were four common denominators to any program regardless of its size, complexity, or company:
1. It has to have a planplan your work, work your plan.
2. Baseline management is criticalestablish them, manage to them, and control change to them.
3. Risk and opportunity management are neededzealously drive out cost, schedule, and technical risks and exploit any and all opportunities where there is a derived benefit to the program and customer at a reasonable cost.
4. Deliver positive financial resultsto the company and to the shareholders.
There were numerous challenges that defined the boundary conditions in establishing the program management model and the PMO. First, senior management decided that the PMO would not have any staff personnel supporting Jacobsen. Second, a large number of new procedures could not be generated to prevent an administratively burdensome and rigid environment that would increase program costs. Third, what was to be implemented had to fit the range of programs in the portfolio. Jacobsen decided to use a participative approach to get buy-in across the organization and become part of the solution through the development of his plan.
GENERATING RESULTS
Two of the main criteria used for measuring the effects of the new program management model and PMO were the number of Yellow or Red programs (those experiencing critical implementation issues) within the business units portfolio and the value of operating margin for each program. Once the PMO was fully operational, the business unit became the only one that no longer had Red or Yellow programs. Also, a gain in its overall adjusted operating margin from 9.4 to 11.9 percent was experienced within the first three years. Additionally, the PMO began to experience intangible results such as requests for Jacobsens program managers to assist programs in other business units, getting consistency of results from the program managers, having a common understanding of program management processes, and the ability to move program managers between programs to adjust to the changing business conditions.
KEYS TO SUCCESS
Establishing credibility with senior management was paramount to the plans success. Jacobsen had a supportive senior management champion whose endorsement was demonstrated early on during a town hall meeting in which he rolled out the PMO purpose, roles, and relationships on the part of the leadership team, and Jacobsens three-year transformation plan. He also reiterated his endorsement frequently at business plan reviews and other meetings. However, the sponsor could have provided further endorsement and empowerment of the PMO role by rejecting demands that the PMO prove it was adding value as an overhead function. Overhead, it was decided, was the best way to spread the cost evenly across the organization. There is a perception that PMOs are viewed as a cost contributor and not a direct revenue producer. But, that perception overlooks the direct leadership provided to all programs under the PMOs responsibility that are driving revenue-generating results. Other critical factors for success identified were obtaining program manager feedback on required revisions to the procedures and processes as an indication to the program managers they were being listened to and were indeed part of the solution. Revising the monthly program review to a standardized format and instructing the program managers on what the data should tell them was a critical milestone. The monthly cost, schedule, and technical status provided indication that the quality of the program managers knowledge was improving as was the implementation of program management processes across the board. Ultimately, though, a large share of the credit for the improvements seen in the business unit belongs to the professional program managers who accepted the model as the change needed to enhance their skills and abilities and run their programs more effectively. Jacobsens three-year program management transformation plan is currently nearing completion and is being moved upstairs. It is in the process of being expanded to the rest of the company along with Jacobsen, whose contributions have been recognized by senior management. Jacobsen now has the president of the company and the executive leadership team as sponsors.
The Office of Program Management (Jacobsens new role and responsibility) now heads up the Program Management Department which is made up of other business units PMOs and functional representatives. The Department now has the teeth to implement process and procedural changes across the enterprise as well as assess and coordinate changes in subperforming programs to improve performance. Jacobsen spends most of his time with mid-level managers explaining and reinforcing the PMO role and the resources that can be brought to bear through independent assessment and intervention on any program. The three accomplishments that Jacobsen values most are turning a skeptical group of former engineers into professional program managers, demonstrating the effectiveness of program management processes regardless of size and complexity, and achieving business results with them!
Source:
BIBLIOGRAPHY l 3081 Martinelli, R., M.Waddell, J., & Rahschulte, T. (n.d.). Program management for improved business results. Hoboken, New Jersey, Canada.
Unilever. (n.d.). About the company. Retrieved from www.unilever.com/our-company/
Activity 1CObjective 1.2 Identify project sponsor and project approval status of all identified projects1.3 Capture macro-level project and program information for every project and program within the project portfolio
1.4 Implement ongoing identification and capture of project and program information
Instruction: Read a case scenario I am the PMO, discuss with your classmates and answer questions below.
Regarding the case scenario I am the PMO, Jacobson, the program management manager, would like to standardise the business system in Unilever. Hence, he has developed a Business system standard program.
To be successful in implementing the same standard across the company, he interviewed senior management and engineering and functional organisation managers to identify reasons for failure or obstacle of the program implementation (refer to understanding the landscape section).
Identify at least one (1) competitor of Unilever which may encounter the same problem. Explain (i) its product or service (ii) why do you think it is a competitor of Unilever?
Guideline: You can research about parent company of Olay, Downy, Johnson&Johnson shampoo, and Milo
2. Research information and explain how other companies standardise their business system.
3. Identify at least four (4) outcomes from the interview session between Jacobson and the senior management team.
4. If you were Ron Jacobson, what projects that you will do to solve the issues identified in question 3? Give at least four (4) projects.
5. Refer to the table below, if Jacobson decide to develop projects and programs mentioned in the table, what information that he need to acquire. Also, you are required to identify source of information.
Guideline: Learners are required to fill in relevant information and source of information column. For example, leaners must identify relevant information that they need to know when they want to maintain product and service standard across regions and countries, and where they can get that information.
Programs Projects Relevant information Source of information
Standardise marketing Obtain Customer insight Standardised advertising (same brand/ same product will be advertised in the same way everywhere around the world). Operational standardise Maintain product and service standard. Training in processes, tools, and metrics and set expectations for performance. Activity 1C checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner identified at least one (1) competitor of Unilever which may encounter the same problem correctly and provide their justification. Yes No
(Please circle) PC1.3
The learner explained product or service of identified competitor correctly.
Yes No
(Please circle) The learner research information and explain how other companies standardise their business system correctly.
Yes No
(Please circle) The learner identified at least four (4) outcomes from the interview session between Jacobson and the senior management team correctly.
Yes No
(Please circle) The learner outlined at least four (4) projects to solve the issue.
Yes No
(Please circle) The learner identified information that he/she needed to acquire for each project and program. Yes No
(Please circle) PC1.4
The learner identified the source of information that he/she can access for each project and program information. Yes No
(Please circle) The learner identified sponsor and approval status of Jocabsons three-year program management transformation plan. Yes No
(Please circle) PC1.2
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Activity 2AObjective 2.1 Align and objectively score projects and programs against organisational strategic objectives.
2.3 Assess projects and programs for alignment with strategic objectives.
2.4 Highlight and flag projects and programs that do not align to one or more strategic objectives for further analysis.
2.5 Categorise projects and programs according to each strategic objective.
Jacobson is successful in his three-year transformation management plan implementation, and now he is focusing on the sustainability program.
Instruction: Refer to Unilevers strategic information below and answer questions. For more information, please refer to Unilevers annual report 2020.
Our Compass sustainability commitments
will help us deliver our purpose and vision.
A picture below present sustainability programs and objectives.
1. What is vision of Unilever?
2. What are the objectives of Unilever regarding being a sustainable business?
3. Identify at least two (2) objectives of (i) a Waste-free world and (ii) a Positive nutrition programme.
4. A table below shows examples of program and project objectives in the sustainability program portfolio. Leaners are required to score level of objective alignment between projects/programs objective and organisational objective regarding sustainability.
Guideline: Score 1-3 (1 is the lowest score and 3 is the highest score).
Definition of score:
1 Objectives are not aligned
2 Neutral
3 Objectives are aligned
For example:
Program protect and regenerate nature has an objective of protecting natural resources such as water, land, and forest, and be responsible to a community.
This program matches the sustainability concept where the company believes that being responsible for society will help the business grow in a long term. The score that learners will give to this program will be 3 since the objective of the project is aligned with the objective of the company.
Topic Score Justification
Programs Example:
Program protect and regenerate nature 3 Program protect and regenerate nature has an objective of protecting natural resources such as water, land, and forest, and be responsible to a community.
This program matches the sustainability concept where the company believes that being responsible for society will help the business grow in a long term. Hence, the objective of the program and the objective of the company is aligned.
Health and well-being Climate action Integrated Marketing campaign Cost-cutting Projects Hygiene can handwash campaign during Covid Plastic package reduction Less sugar products Biodegradable ingredient research. Online marketing on social media. Flagship store project 5. Identify program(s) and project(s) from question 4 which is not aligned with the company sustainability objective and answer the questions below.
(a) If the program(s) and project(s) you identified are not suitable for the sustainability objective. What objective that they are suitable for? Outline the objective of each project and program.
(b) Explain how would you adjust each program and project to be aligned with sustainability objective? Please explain in detail.
Activity 2A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner identified the vision of Unilever correctly. Yes No
(Please circle) 2.1
The learner explained the objectives of Unilever regarding being a sustainable business correctly.
Yes No
(Please circle) The learner identified at least two objectives of a Waste-free world program correctly. Yes No
(Please circle) The learner identified at least two objectives of a Positive nutrition programme correctly.
Yes No
(Please circle) The learner identified alignment of programs/projectsobjectives and the organisational objective correctly. Yes No
(Please circle) The learner gave an alignment score align with his/her justification. Yes No
(Please circle) 2.1,2.3,2.4
The learner justified his/her score in a justification column. Yes No
(Please circle) The learner identified program(s) and project(s) that are not aligned with the companys sustainability objective correctly. Yes No
(Please circle) The learner outlined objectives for each program and project. Yes No
(Please circle) 2.5
The learner adjusted the program and project to be aligned with the sustainability objective. Yes No
(Please circle) 2.1
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Activity 2BObjective 2.2 Identify and assess key drivers, internal and external sources of impact for projects and programs within the portfolio.
What can be a key driver for the success of each program and project in the table?
Topic Key drivers Why is it a key driver?
Programs Program protect and regenerate nature Health and well-being Climate action Integrated Marketing campaign Cost-cutting Projects Hygiene can handwash campaign during Covid Plastic package reduction Less sugar products Biodegradable ingredient research. Online marketing on social media. Flagship store project Identify external sources of impact for the projects and programs in the table. Explain why each factor impact on each project and program.
Guideline: Learners can use PESTEL analysis to identify external factors. Learners must explain how each identified factor impact the project and program.
Topic Internal Factor External Factor
Programs Program protect and regenerate nature Health and well-being Climate action Integrated Marketing campaign Cost-cutting Projects Hygiene can handwash campaign during Covid Plastic package reduction Less sugar products Biodegradable ingredient research. Online marketing on social media. Flagship store project Activity 2B checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner identified at least one key success driver for each project and program. Yes No
(Please circle) 2.2
The learner wrote at least one reason of why does the identified factor is a key driver for success of each project and program. Yes No
(Please circle) The learner identified internal factors that can impact on the project and program correctly. Yes No
(Please circle) The learner explained why the identified internal factors can impact each project and program correctly. Yes No
(Please circle) The learner identified external factors that can impact on the project and program correctly. Yes No
(Please circle) The learner explained why the identified external factors can impact each project and program correctly. Yes No
(Please circle) Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Activity 3AObjective 3.1 Identify, document and review organisational prioritisation methods.
3.2 Agree on prioritisation criteria for project portfolio assessment with executive stakeholders.
3.3 Prioritise projects and programs based on their alignment.
Refer to Unilever information in Activity 2A, and develop a portfolio charter for a Business sustainability management portfolio.
Below is an example of a portfolio charter template that you can refer to.
Portfolio Charter for Digital Transformation
Overall description:
You are required to write a brief description of a portfolio.
Portfolio scope:
Enter scope of the portfolio including types such as Run the business, Grow the business or transform the business.
Business Benefit:
Enter benefits that the business can achieve from the portfolio. For example, a number of sales, market share percentage, and KPI.
Portfolio Criteria for Components:
Criteria 1
Criteria 2
Acceptance criteria:
The criteria that stakeholders will accept this portfolio.
Impact of not doing:
Enter impact that can occur if this portfolio is rejected.
Roles and Responsibilities:
Enter the name of person who take roles and responsibilities in this project portfolio.
Dependencies/ Linkages:
Is there any project and program in the portfolio that depend on other factors?
Portfolio Risks:
Enter risks that may occur in during the project and program development process.
Portfolio Funding:
Enter source of fund and how much capital does the company has for the portfolio implementation.
Learners are required to make a group of two to four (2-4) people or as instructed by the trainer. You and your classmates who act as stakeholders have a meeting regarding portfolio criteria mentioned in Question 1 Activity 3A. You are required to create a meeting minutes demonstrating agreement to portfolio evaluation criteria.
Assessment type: Group discussion and Written assessment
Guideline: Figure 1 shows a meeting minutes template.
Meeting Title: Enter a meeting title
Date Enter date
Location Enter location
Note taker Enter name of the note taker
Attendees Enter names of attendees
Agenda Item 1: Enter topic
Discussion summary
Enter discussion summary about portfolio evaluation criteria.
Refer to Unilever information in Activity 2A, develop a program and project register.
Assessment type: Group discussion and Written assessment
Instruction: Learners are required to make a group of two to four (2-4) people or as instructed by the trainer. You and your classmates who act as stakeholders are required to discuss a program and relevant projects in business sustainability of Unilver, and fill-in the program and project register template.
Guideline: A learner is required to select one program and list all projects that you can do to achieve the program objective in the program and project register template.
Figure 1 is an example of a program and project register template that you can use.
First row is an example of how to fill-in the template.
You are a program manager of Unilever, and required to develop a program plan. After you completed program and project register, You conduct a meeting with executive stakeholders and gathering feedback about project selection criteria.
Assessment type: Group discussion and Written assessment
Instruction: Learners are required to make a group of two to four (2-4) people or as instructed by the trainer. You and your classmates who act as stakeholders are required to discuss project selection criteria. You must perform a negotiation to finalise the criteria agreement.
Guideline: Use a weighted score model to prioritise projects. You can refer to Figure 2 Project prioritisation by Weighted scoring model template. You must replace criteria 2,4,5 with the selection criteria that you agreed in your group. You must list at least 6 projects in the project list column. The score ranges from 1-5 where 1 means the project has a low value in the criteria while 5 means the project has a high value in the criteria.
5. Develop a project schedule plan.
Instruction: List all projects sequence by priority ranking in Figure 3 Gantt Chart.
6. Is there any dependency between projects? Explain how would you plan for a solution if there is a dependency between projects.
7. Explain How important the program manager is.
Figure 1
6877050-447675H = High impact
M = Medium impact
L = Low impact
00H = High impact
M = Medium impact
L = Low impact
6762750-495300Program and Project Register
Program: Enter a project name
Project Phase Responsible person Department Timeline Resources required Cost Impact
Online marketing Planing/approval/
execution/completed John marketing 4 weekData analysis software ($1000)
Facebook Ad word ($50) $1050 H
Figure 2 Project prioritization by Weighted scoring model
Project prioritisationProgram: Enter a program name
Project List Impact Criteria 2 ROI Criteria 4 Criteria 5 Total score Priority
(rank)
Weight 20% 10% 30% 15% 15% 100% Enter project name score score score score score score Enter project name score score score score score score Enter project name score score score score score score Enter project name score score score score score score Enter project name score score score score score score Enter project name score score score score score score Figure 3
Gantt Chart
Program:
Rank Project Phase Responsible person Department Month 1 Month 2 Month 3 Month 4
1. Example:
Online marketing Planning John Marketing 5778569850 -1962156921500 2. 3. 4. 5. left31813500
= Planning process
0000 = Execution process
Activity 3A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner created a portfolio charter correctly. Yes No
(Please circle) 3.1, 3.2,3.3
The learner created meeting minutes and wrote a discussion summary on portfolio evaluation criteria. Yes No
(Please circle) The learner developed a program and project register. Yes No
(Please circle) The learner identified project selection criteria. Yes No
(Please circle) The learner scored each criterion. Yes No
(Please circle) The learner calculated the total score for each project correctly. Yes No
(Please circle) The learner prioritise project correctly. Yes No
(Please circle) The learner developed schedule plan for identified projects. Yes No
(Please circle) Performance Evidence
The learner identified a solution to a project dependency. Yes No
(Please circle) The learner explain how important the program manager is. Yes No
(Please circle) Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Activity 3A Observation checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Activity 2A Group discussion: Question 5 and 6
For each attempt, assessor to indicate if observations were conducted in:
1 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise 2 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise
The learner is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date: Did the learner:
Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the learners performance against the criteria
The learner asks at least (1) question to gathering feedback from stakeholder. The learner engages in and encourage two-way conversation. Maintained appropriate tone, body language and eye contact with audience. The learner uses formal vocabulary which appropriate to the context discussed. The learner can conclude agreement of the discussion. All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
FORMCHECKBOX Satisfactory FORMCHECKBOX Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per the assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Signature: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
Answer each question in as much detail as possible.
Describe how information on projects and programs are captured and collated.
Describe how each respective project and program is assigned a priority and category.
Explain how the detail of each project and program is recorded and managed.
Describe the steps in an organisational prioritisation methodDescribe at least two (2) project prioritisation methods.
Knowledge Evidence checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist Performance criteria
The learner described how information on projects and programs are captured and collated correctly. Yes No
(Please circle) Knowledge Evidence
The learner described how each respective project and program is assigned a priority and category correctly. Yes No
(Please circle) The learner explained how the detail of each project and program is recorded and managed correctly. Yes No
(Please circle) The learner described the steps in an organisational prioritisation method correctly. Yes No
(Please circle) The learner described at least two (2) project prioritisation methods correctly. Yes No
(Please circle) Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
Competency record to be completed by assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learners name Assessors name Unit of Competence
(Code and Title) Date Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
Learner is deemed: Not yet competent Competent
Comments from trainer/assessor:
Assessors signature
