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Evidence Guide: BSBPMG603A - Direct time management of a project program

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBPMG603A - Direct time management of a project program

What evidence can you provide to prove your understanding of each of the following citeria?

Direct project schedule development

  1. Determine from individual project plans the duration, effort, sequence and interdependencies of major activities and milestones to form the basis of the program schedule
  2. Direct project managers by the use of time management methods, techniques and tools, preferred schedules, time management plans, resource allocation and financial requirements to enable continuous updating and refining of the program schedule
  3. Formalise and communicate project schedules, with agreement, to stakeholders as the basis for planning, implementation and review of progress
Determine from individual project plans the duration, effort, sequence and interdependencies of major activities and milestones to form the basis of the program schedule

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Direct project managers by the use of time management methods, techniques and tools, preferred schedules, time management plans, resource allocation and financial requirements to enable continuous updating and refining of the program schedule

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Formalise and communicate project schedules, with agreement, to stakeholders as the basis for planning, implementation and review of progress

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage program schedules

  1. Develop, implement and modify mechanisms to monitor, control, record and report actual progress in relation to the agreed schedule and plans
  2. Conduct ongoing analysis to identify and forecast variances and trends, and to develop responses so that projects meet their schedules
  3. Manage durations of key activities and interdependencies between projects to enable financial and resource rationalisation across the program, to meet strategic expectations within the management/reporting period of the program
  4. Review progress and refine the schedule throughout the program life cycle to ensure consistency with changing scope, objectives and constraints related to time and resource availability
  5. Ensure responses to perceived, potential or actual project schedule changes are authorised to achieve program objectives
Develop, implement and modify mechanisms to monitor, control, record and report actual progress in relation to the agreed schedule and plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct ongoing analysis to identify and forecast variances and trends, and to develop responses so that projects meet their schedules

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage durations of key activities and interdependencies between projects to enable financial and resource rationalisation across the program, to meet strategic expectations within the management/reporting period of the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review progress and refine the schedule throughout the program life cycle to ensure consistency with changing scope, objectives and constraints related to time and resource availability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure responses to perceived, potential or actual project schedule changes are authorised to achieve program objectives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse time management outcomes

  1. Review and analyse multiple project and program outcomes from available records and information to determine the effectiveness of the schedule and time management processes
  2. Pass on lessons learned to higher project authority and provide feedback for application, planning and implementation of later projects within the program
Review and analyse multiple project and program outcomes from available records and information to determine the effectiveness of the schedule and time management processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Pass on lessons learned to higher project authority and provide feedback for application, planning and implementation of later projects within the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

demonstrated experience in directing project work so that timelines are met across a range of concurrent projects

knowledge of the relationship between time, cost and resources to the project management framework.

Context of and specific resources for assessment

Assessment must ensure:

access to workplace documentation

consideration of feedback from project team and stakeholders as to how time was managed.

Method of assessment

A range of assessment methods should be used to assess practical skill and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance of program time management by the candidate

analysis of responses addressing different project time management case studies and scenarios

oral or written questioning to assess knowledge of strategies for managing project time and their application to different situations

review of how project schedules were formalised and communicated

evaluation of ongoing analysis to identify and forecast variances and trends

review of progress and refinement of the schedule throughout the program life cycle.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

other units from the Advanced Diploma of Project Management.

Required Skills and Knowledge

Required skills

high level leadership skills to inspire trust and confidence in all stakeholder groups

literacy skills to communicate decisions and to write quality reports

communication and interpersonal skills to convey expectations, negotiate, resolve conflict and motivate performance

planning and organising skills to ensure that time lines are met across projects

time management skills (of self and others)

problem-solving skills to address time management issues.

Required knowledge

relationship between time, cost and resources to the project management framework

time management and estimating

methodologies, techniques and tools, their capabilities, limitations, applicability and outcomes.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Time management may:

be conducted non-routinely to meet complex, changing circumstances

be done by taking the lead in a team environment

involve consultation with project managers and selective involvement of stakeholders

involve the direction of the use of appropriate time management methods, processes, procedures, tools and techniques

take into account the impact of organisational and environmental change on the program's projects and vice versa

Techniques and tools may include:

assessing and reporting the potential impact of multiple project timings and their potential for change on the program, and therefore the organisation

collating and using the products of specialist time analysis to make program-wide time management decisions

directing qualitative and/or quantitative time analysis, such as schedule simulation, decision analysis, contingency planning and alternative strategy development

using personal experience and/or subject matter experts

Time management plans may include:

alternative schedule management strategies and actions

assigned schedule management responsibilities

contingency plans

formal arrangements

important milestones and critical interdependencies between projects

program consolidated schedule

responsibility assignment

sub-schedules

Records may take the form of:

diaries, incident logs, occurrence reports and other such documentation

gantt, PERT and other scheduling charts

lists of variances, trends and forecasts of potential schedule events

program and/or organisation files and records

records of analysis, evaluation of options and selection processes

records of responses, results and lessons learned