BSBPMG532 - Manage project quality

BSBPMG532 - Manage project quality

Assessment Guideline

Please read the following assessment guidelines carefully.

1. The purpose of this activity is to assess your knowledge and skills in
2. If you have any considerations that may affect your performance in the assessment, please inform your assessor immediately. Your assessor will provide you with a suitable alternative to complete this
3. Your assessor will mark your assessment and provide feedback and a grade to you via the assessment submission on Moodle.
4. If you feel the decision made by your assessor was incorrect you have the rights to appeal the grading through filling out an appeals form which will then be handle by the Academic
5. A NYS (not yet satisfactory) result of this task may be returned to you for a re-assessment. Re-assessments must be submitted by an agreed date with your
6. The re-assessment work must address the specific performance tasks beyond doubt for the assessor to issue a satisfactory (pass) A repeat NYS outcome could lead to an administration fee for further reassessment.
7. All work must be done individually. Copied work will not be accepted and

By adding my name to this document, I hereby declare the work is my own and has not been copied from any other source.

Student NAME:Click or tap here to enter text. Date:Click or tap to enter a date.

Student Signature:Click or tap here to enter text.

Table of Contents

Table of Contents. 1

Instructions to Learner. 2

Assessment instructions. 2

Assessment requirements. 5

Candidate Details. 6

Assessment BSBPMG532: Manage project quality. 6

Observation/Demonstration. 7

Activities. 8

Activity 1A.. 8

Activity 1B. 10

Activity 1C. 11

Activity 1D.. 12

Activity 2A.. 13

Activity 2B. 14

Activity 2C. 15

Activity 2D.. 16

Activity 3A.. 17

Activity 3B. 18

Activity 3C. 19

Summative Assessments. 20

Section A: Skills Activity. 21

Section B: Knowledge Activity (Q & A). 23

Section C: Performance Activity. 24

Case Studies. 26

Case Study A Bob and Jennys. 26

Case Study B Quality assurance. 27

Case Study C Project outcomes. 28

Case Study D Design team issues. 30

Workplace Documentation for learner. 31

Workplace documents checklist. 31

Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a 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 learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

• Direct observation
• Product-based methods e.g. reports, role plays, work samples
• Portfolios annotated and validated
• Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment BSBPMG532: Manage project qualit

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG532: Manage project quality.=

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.

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: ____________________________________________________________

Observation/Demonstration

Throughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work-based skill or task
• Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

• Performing a skill or task that is asked of you
• Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A

Activity 1B

Activity 1C

Activity 1D

Activity 2A

Activity 2B

Activity 2C

Activity 2D

Activity 3A

Activity 3B

Activity 3C

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

• Skills skill requirements, required skills, essential skills, foundation skills
• Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills

• Reading:
• identifies, analyses and assesses textual information obtained from a range of sources and determines how content may be applied to requirements
• Writing:
• develops and documents quality requirements for project plan
• records results of quality audits according to organisational requirements
• Oral communication:
• participates in verbal exchanges using clear language and appropriate non-verbal features to provide and seek relevant information
• uses active listening and questioning techniques to elicit views and opinions of others
• Numeracy:
• interprets information to determine measurable objectives
• interprets numerical information to measure outcomes against objectives
• uses analytical skills to review and evaluate process and decide on future improvements
• Self-management:
• takes responsibility for identifying and following policies, procedures and standards
• Teamwork:
• selects and uses appropriate communication practices in a range of work contexts
• collaborates with others to foster shared understanding of quality requirements
• Planning and organising:
• sequences and schedules complex activities, monitors actions against goals, adjusting plans and resources where necessary
• Technology:
• uses digital applications to access, organise, integrate and share relevant information in effective ways.

Answer the activity in as much detail as possible.

Equipment needed

• Project documentation that includes quality criteri
• Access to a computer and the internet
• Access to peers
• Suitable space for roleplays and workplace activities.

Question 3 will need to be observed. The assessor has a checklist of criteria they will base your assessment on.

1. Identify and access three different texts on quality management projects in your industry. Your assessor will provide you with examples where required.

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2. Summarise two quality objectives and two standards from each text.

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3. This activity will need to be observed.

This is a roleplay activity to be conducted in groups of three or four. Hold a discussion with the other participants to collaborate and gather input on quality requirements for the objectives and standards identified in Question 2.

Ensure you use clear language and positive body language to provide and seek relevant information, and actively listen to all participants during the interaction. You will need to question each person equally and respectfully to elicit their views and opinions.

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4. Document the six quality objectives and standards from the original texts alongside the ideas and opinions from the interaction in Question 3. At this point, all suggestions should be considered and noted in the documentation.

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5. Using relevant documentation and the internet, identify any standards, policies and procedures that are necessary to implement for all six of the quality requirements.

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6. Create an email that summarises the information from Questions 4 & 5 and send to your roleplay colleagues. Ensure the body of the email is clear, concise, professional and easy to understand.

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7. Refer to Case Study C Project outcomes

Using the data from the years sales, create an appropriate chart to represent the information.

From this, identify:

• Two relevant measurable objectives for future projects
• The outcome against the sales objective
• Two possible future improvements to the overall process.

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8. Refer to Case Study C Project outcomes

Using the audit data on content volume, complete an audit report with the following requirements:

• Audited activity
• Audit date
• Process owners
• Audit criteri
• Auditor(s)
• Observations
• Findings and corrective action requests.

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9. Refer to Case Study D Design team issues

Read the problems that have arisen from the third-party design team and complete the following:

• A sequenced schedule of activities to be completed with their timeframes
• A list of methods to monitor actions against goals
• Contingency plans and further resources (where possible).

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Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

• Quality management theory
• Relevant project quality standards that apply in the organisation
• Quality assurance and control techniques, key tools and methodologies
• Roles and responsibilities of quality management personnel
• Methods for managing continuous improvement.

Answer each question in as much detail as possible.

1. Briefly summarise lean management and give nine characteristics of an effective lean leader.

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2. Briefly describe the role of ISO 9001 in all project quality standards and identify the seven quality principles it includes from ISO 9001:2015.

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3. What is quality assurance? (Maximum 100 words)

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4. List five aspects of a quality assurance audit.

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5. Describe the three steps of implementing quality assurance.

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6. Summarise the main differences between the roles and responsibilities of project managers and quality managers.

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7. Fill in the missing information of the PDCA model in quality management

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

• Manage project quality on at least two occasions.

In the course of the above, the candidate must:

• Document a quality-management plan
• Implement quality control and assurance processes for a defined project using a range of tools and methodologies.

Answer the activity in as much detail as possible.

Equipment needed

• Relevant project documentation including quality criteria, evidence of quality monitoring and improvement practices
• Access to peers and suitable workspaces for activities.

Questions 1 & 3 will need to be observed. The assessor has a checklist of criteria they will base your assessment on. Question 2 requires submission of documentation.

1. As a real or simulated workplace activity as directed by the assessor, you must work with two colleagues on two separate quality management projects. These projects should be relevant to your business industry and experience.

For both projects, you must:

• Discuss quality requirements to identify short-term and long-term goals which are achievable and realistic
• Consult stakeholders when establishing objectives and standard
• Develop quality metrics for the project working alongside the relevant personnel
• Select appropriate quality management methods and tools to resolve quality issues.

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2. Working with your team, develop a quality management plan that will be appropriate for each of your projects. Once this has been decided, you must then be responsible for producing a document of this according to organisational policy and procedures (examples to be provided by the assessor). Once completed, the plans should be attached to your workbook.

Your plans must contain:

• What the project is
• What it aims to achieve
• How the project will work
• The deliverables
• Other values.

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3. Implement quality control and assurance processes from your quality management plans for both projects. Ensure you utilise a range of appropriate tools and methods to conduct audits and make the necessary assessments.

For both projects, you must:

• Perform a quality assurance audit of the project processes
• Check for compliance with the agreed plans
• Assess quality control and product output according to agreed quality specifications
• Identify causes of variance to quality metrics
• Undertake remedial action (where required)
• Maintain a quality management system for the timely recording of quality audit data.

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Case Studies

Case Study A Bob and Jennys

Background

Bob and Jennys is a Richmond, Melbourne-based business. The company produces a wide variety of luxury ice cream, using high-quality ingredients such as milk and other dairy products from family farmers who do not treat their cows with the synthetic hormones, and produce eggs from hens on cage-free farms.

Founded in 1999 by Bob Smith and Jenny Adams, the company now has just over 200 employees and nearly 70 stockists country-wide, with manufacturing and production operations at facilities in Melbourne and Sydney. Offering flavours such as Vanilla Pod, Cherry Cola, Banana Blitz, and more, Bob and Jennys products are distributed in supermarkets, smaller stores, restaurants, and other venues.

Company objectives

Bob and Jenny feel that their branding has become boring compared to competitors and are ready to make some big changes. There has been some negative feedback over the past year, and stakeholders have been consulted in order to identify quality issues and potential solutions.

INFORMATION FOR STAKEHOLDERS ONLY

Investigations have revealed that portion sizes are not consistent within the tubs, there is a lack of availability in particular areas of the country, and customers feel the flavours are not very interesting. There does not seem to be any excitement about the product, and sales show a strong preference for the main competitors.

INFORMATION FOR PROJECT TEAM ONLY

Quality in ice cream means reliability and that it arrives at its destination in perfect condition. Reports have shown some journeys have caused the product to melt and had a negative impact on the packaging, making it difficult to open and reseal. The look of the branding does not appeal to adults or children, and there have been comments on the lack of organic ingredients.

Case Study B Quality assurance

A six-month progress review

Bob and Jenny are happy overall with the changes they have seen so far. There has been a positive atmosphere in the workplace, and everyone is feeling more optimistic about the future of the company.

Feedback includes:

• Colleagues are satisfied with your management of the project but comment that progress could be quicker
• All workers have demonstrated an interest in the project and taken steps to implement the plan in their everyday activitie
• Packaging tests have shown a drastic improvement in being easier to open and reseal around 90% of tests have been a success
• Random audits have shown consistency levels to be unsatisfactory, with only 60% of tubs holding the right amount of ice cream
• Negotiations have started with local farmers to exclusively use organic milk and other dairy products require
• Flavour tests conducted with random samples and a range of audiences, but results are inconclusive at this time
• Production managers have stated that a change in flavours would be too costly at this point
• The branding and look of the tubs has not changed, but ideas are being drawn up by a third-party company
• Colleagues have complained about a lack of communication from management on project progress and the outcomes of their input
• Availability has increased by 25%, with a concentrated rise in tourist hotspots
• All products transported to these locations have arrived in perfect condition.

Case Study C Project outcomes

A 12-month review

The project has reached its completion date, and you now have access to a wealth of information on how the quality management plan succeeded. Bob and Jenny remain optimistic and have been pleased with the changes implemented so far, but they feel the next year should build on these achievements.

The number of employees has increased as profits have risen and this will provide more opportunity for future improvement plans.

Feedback includes:

• Sales have increased in warmer months as follows: December 30,111, January 32,039, February 33,019, March 35,829, and remained steady in the colder months: April 22,492, May 20,602, June 18,902, July 18,339, August 17,394, September 17,021, October 16,672, November 19,302
• Annual sales goal: 300,000 units
• Number of employees increased by 12%, and all have been fully trained in the quality management projec
• Workers have commented that the speed of change has sped up due to the latest intake of employees
• Audits have revealed 94% of workers implementing changes in their everyday activities
• All packaging tests have been positive, with only negative feedback from damage in transit (transporter liability)
• Tub volume amounts from random audits (objective 465ml):

• The switch to local, organic dairy products would use up 85% of the increased profits
• Focus groups conducted across the country which resulted in new flavours being recommended, and the target audience decided as adults (in line with the luxury branding)
• Third-party company still working on branding design and have overrun on the agreed timeframe
• Design team have miscommunicated their progress and cost the company $5000 by missing the deadline (they were recommended from a previous workplace)
• Colleagues have commented on your management style and appreciate your open and honest approach. However, they would like to receive more personal progress updates during a project
• Two communication channels now available for the sole purpose of discussing the quality management plan: email and intranet forum (two employees hired to maintain this communication)
• Availability has increased by 50% with a concentrated rise in tourist hotspots, especially Sydney beaches.

Case Study D Design team issues

The third-party company working on branding design for Bob and Jennys have overrun on the agreed timeframe. They miscommunicated their progress and cost the company $5000 by missing the agreed deadline.

Activities to be completed:

• Meeting with head of the marketing department to finalise quality objectives
• Final review and sign-off
• Contact current design team and get an update on progress
• Determine new timeframe and completion dates
• Find a back-up design company
• Look at target audience and competitor designs
• Meet to discuss sample finalised product.

Deadlines:

• Project completion timeframe 6 month
• First drafts 1 month
• Review meeting 1 month
• Alterations to be made 3 months
• Second review meeting 4 months
• Final review meeting 5 months.

Potential problems

• The design company do not finish the re-branding component of the project
• Further miscommunications on timeframes
• No further funding available from Bob and Jenny for the marketing department.

Workplace Documentation for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.