Assessor Resource

BSBPMG617
Provide leadership for the program

Assessment tool

Version 1.0
Issue Date: May 2024


This unit describes the skills and knowledge required to provide leadership for the program. It includes the performance criteria required to demonstrate competency in motivating and inspiring individuals and organisations to work constructively toward attainment of program benefits.

A program is defined as a set of interrelated projects, each of which has a project manager. 'Multiple projects', or 'a program of projects', refers to a number of related projects managed by the same person as a program to achieve organisational objective/s.

It applies to individuals who are program managers and those managing a suite of projects (a program). They operate within assigned authority levels, are responsible for their own performance and sometimes the performance of others.

Individuals in this role may be operating within an organisation, a business or as a consultant.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote the program vision

1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values

1.2 Conduct ongoing negotiations with stakeholders to maintain program vision

1.3 Demonstrate commitment to the program vision

2. Build an environment of confidence and trust within the program

2.1 Treat stakeholders fairly and equitably

2.2 Encourage and facilitate open discussion

2.3 Manage differences constructively

2.4 Attend to issues and concerns in a timely manner

2.5 Choose and apply interpersonal and leadership styles based on the circumstances

2.6 Honour realistic personal commitments

3. Embed socially responsible practice into the program

3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders

3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation

3.3 Identify and address threats to socially responsible practice within the program

4. Develop the potential of program staff

4.1 Establish individual behavioural expectations for constituent project managers

4.2 Define, document and communicate agreed individual program roles

4.3 Encourage desirable behaviours and discourage undesirable behaviours

5. Support a learning environment

5.1 View program planning and program plan implementation as a learning process

5.2 Treat errors, mistakes and expressed concerns as learning opportunities

5.3 Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge

5.4 Implement program knowledge as planned

5.5 Encourage reflection on and review of practice as a basis for learning

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote the program vision

1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values

1.2 Conduct ongoing negotiations with stakeholders to maintain program vision

1.3 Demonstrate commitment to the program vision

2. Build an environment of confidence and trust within the program

2.1 Treat stakeholders fairly and equitably

2.2 Encourage and facilitate open discussion

2.3 Manage differences constructively

2.4 Attend to issues and concerns in a timely manner

2.5 Choose and apply interpersonal and leadership styles based on the circumstances

2.6 Honour realistic personal commitments

3. Embed socially responsible practice into the program

3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders

3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation

3.3 Identify and address threats to socially responsible practice within the program

4. Develop the potential of program staff

4.1 Establish individual behavioural expectations for constituent project managers

4.2 Define, document and communicate agreed individual program roles

4.3 Encourage desirable behaviours and discourage undesirable behaviours

5. Support a learning environment

5.1 View program planning and program plan implementation as a learning process

5.2 Treat errors, mistakes and expressed concerns as learning opportunities

5.3 Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge

5.4 Implement program knowledge as planned

5.5 Encourage reflection on and review of practice as a basis for learning

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Maintain alignment of the program vision with the sponsoring organisation mission and values 
Conduct ongoing negotiations with stakeholders to maintain program vision 
Demonstrate commitment to the program vision 
Treat stakeholders fairly and equitably 
Encourage and facilitate open discussion 
Manage differences constructively 
Attend to issues and concerns in a timely manner 
Choose and apply interpersonal and leadership styles based on the circumstances 
Honour realistic personal commitments 
Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders 
Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation 
Identify and address threats to socially responsible practice within the program 
Establish individual behavioural expectations for constituent project managers 
Define, document and communicate agreed individual program roles 
Encourage desirable behaviours and discourage undesirable behaviours 
View program planning and program plan implementation as a learning process 
Treat errors, mistakes and expressed concerns as learning opportunities 
Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge 
Implement program knowledge as planned 
Encourage reflection on and review of practice as a basis for learning 

Forms

Assessment Cover Sheet

BSBPMG617 - Provide leadership for the program
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

BSBPMG617 - Provide leadership for the program

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: