Assessment Details
Qualification Code/Title BSB50820 Diploma of project management
Assessment Type Assessment -02 ( Project) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPMG534 Manage project human resources
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.
Signature: _______________________________
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: ________________________________________
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.
Special Required Software and Hardware to complete the Assessments:
• Computer With Internet Connection
• Microsoft Office Suite
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
Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist Comments
Y ?
? N
I, the student, understand the purpose of the assessment.
Y ?
? N
I understand when and where the assessment will occur, who will assess me, how and in what format the assessment will be submitted.
Y ?
? N
I understand the methods of assessment.
Y ?
? N
I understand what resources are required to successfully complete this assessment.
Y ?
? N
I understand the performance level required for each assessment event.
Y ?
? N
I understand that it must be my own work. I have been explained and understood the serious consequences in case this work is found plagiarised.
Y ?
? N
I understand the process if I am deemed not yet competent.
Y ?
? N
I understand the feedback process and the appeals process.
Y ?
? N
The assessor has discussed with me if I have any special needs and if so what arrangements have been put in place.
Assessment Task 2: Human resources training
Task summary
You must prepare for, and then conduct, a personnel training session as set out in your briefing report.
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
• Customer Data Collection
• Team Member Data Collection
Timing
Your assessor will advise you of the due date of these submissions.
Submit
Students are not required to submit anything for this assessment task. Their assessor will observe their performance during the meeting and assess this according to the checklist at the end of the assessment task.
Assessment criteria
Students are not required to submit anything for this assessment task. Their assessor will observe their performance during the meeting and assess this according to the checklist at the end of the assessment task.
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.

Assessment Task 2 Instructions
Part A
Complete the following activities:
1. Prepare for project personnel training.
Review the case study scenario and your HR briefing report.
Spend some time thinking about how the stand would look, and any health and safety issues that you think that the staff member should know about.
The induction and training session should last for about 30 minutes, as the staff are already familiar with Boutique Build’s products and services.
Print out a copy of both the Customer Data Collection and the Team Member Data Collection documents so you can demonstrate these to the staff.
2. Conduct a personnel training session.
Your assessor and at least one other student will roleplay the staff members you have selected to work at the stand during the Home Show.
During the training session, you should:
• Use the human resource management techniques and tools that you included in your briefing report.
• Show the staff how to use the Customer Data Collection and the Team Member Collection documents and explain why these are being used. Demonstrate how to approach someone who is looking at the stand and ask for their details.
• Explain the criteria that will be used to measure staff performance, and the processes that will be used to determine these.
During the training session, 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
Part B
Carefully read the following:
On Saturday morning Anna Armstrong arrived at the stand ten minutes late.
During the morning Anna was seen talking with friends, sharing photos on their mobile phones.
Several times you pointed out attendees who were looking at the stand and the brochures but hadn’t been approached by a staff member for their details.
Anna then returned from lunch break ten minutes late.
The team at the stand has been busy, and you have heard other team members speak in a disparaging manner about Anna’s performance.
Complete the following activities:
1. Meet with Anna (your assessor).
You are required to roleplay a meeting with Anna to discuss her performance, and to overcome shortfalls that have been noticed.
At the meeting:
• Point out the unacceptable behaviour
• Describe clearly what the expected behaviour is.
• Reinforce how important the data collection for Boutique Build’s expansion plans.
• Point out that working at the stand is considered to be normal working time, and a negative assessment will carry over to their work conditions in the office.
At the end of the meeting, tell Anna that you will stay at the stand close to them for the next hour or so, modelling the behaviour that you expect of them.
You should also provide some counselling where necessary or refer Anna to someone who has the skills to help her.
During the meeting, 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
2. Write a short performance report on your exchange with Anna.
The company’s Recruitment, selection and induction Policy and Procedures requires a record of the conversation to be submitted to Human Resources for filing.
The text of the email should include a short report on Alex’s behaviour at the show, what you discussed with them at the meeting, and how their subsequent behaviour was.
The report should be about two paragraphs long.
3. Send an email to your Human Resources Assistant (your assessor).
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce the situation, and summarise the contents of the attachment
The email text should also ask them to file it in Anna’s personnel file.
Attach your performance report to the email.
The email text should ask the Human Resources Manager to include the report in Alex’s file.

Assessment Task 2 Checklist
Did the student: Completed successfully Comments
Yes No
During the training session, apply human resources management methods, techniques and tools to support engagement and performance of personnel?
Implement development and training of project team members to support personnel and project performance?
Explain how individuals' performance will be measured against agreed criteria?
During the training session, 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
Measure individuals' performance against agreed criteria and initiate actions to overcome shortfalls in performance?
Implement processes and take action to improve individual performance and overall project effectiveness?
Implement procedures for interpersonal communication, counselling, and conflict resolution to maintain a positive work environment?
Identify and manage resource conflict to minimise impact on achievement of project objectives?
During the meeting, 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
Monitor and report, for remedial action, internal and external influences on individual and project team performance and morale?