RPL kit Diploma of Project Management sample

Mirror RPL Strategy BSB51407 Diploma of Project Management

© Mirror Professional Development 2012

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BSB51407 Diploma of Project Management

Mirror RPL Strategy



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Contents Copyright notice .............................................................................................................................. 2

About the Mirror RPL Strategy................................................................................................................ 3

Assessors Information ............................................................................................................................. 3

Pathways ............................................................................................................................................. 3

Recognition of Prior Learning (RPL) ................................................................................................ 4

Principles of Assessment ..................................................................................................................... 5

Rules of Evidence ................................................................................................................................ 6

Responsibilities of assessors ............................................................................................................... 7

Assessing Diploma level qualifications ............................................................................................... 7

Assessment Instructions ......................................................................................................................... 8

Packaging Rules ....................................................................................................................................... 9

BSB51407 Diploma of Project Management ...................................................................................... 9

Evidence guide ...................................................................................................................................... 10

Third Party Report ................................................................................................................................. 14

RPL Evidence Required.......................................................................................................................... 16

Copyright notice


This document may not be altered or edited without written permission by the copyright holder. The

only exemption to this is for the licensee to delete items not relevant, for ease of use. The licensee is

free to reproduce and use this document indefinitely.



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About the Mirror RPL Strategy

The Mirror RPL Strategy has been designed for assessors to use in a students workplace. It is intended for use by those who are assessing existing workers, especially those undertaking traineeships. It is not designed for students to complete on their own. Instead, it is much more effective for an assessor to work with the student, with access to samples of their work. In this way, the assessor can make sure that they are meeting all requirements as they go. It’s also much easier for students, who can become overwhelmed when asked to complete their own RPL.

Assessors Information NB The following information is directly from BSB07 Business Services Training Package version 6.0.

Pathways The competencies in this Training Package may be attained in a number of ways including through:

• formal or informal education and training

• experiences in the workplace

• general life experience, and/or

• any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment

may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a

combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue

is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the

Assessment Guidelines of the Training Package, and the AQTF, 2 where relevant, the Australian

Qualifications Framework.



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Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit. The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities. The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

• existing workers • individuals with overseas qualifications • recent migrants with established work histories • people returning to the workplace • People with disabilities or injuries requiring a change in career.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures. Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents

consideration of third party reports

articles, reports, project material, papers, testimonials

observation of performance

participation in structured assessment activities In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met. As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work);

valid (directly related to the current version of the relevant endorsed unit of competency);

reliable (shows that the candidate consistently meets the endorsed unit of competency);



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current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

Principles of Assessment

All assessments carried out by RTOs (including RPL) are required to demonstrate compliance with the principles of assessment:

validity reliability flexibility fairness sufficiency

Validity Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a) assessment against the units of competency must cover the broad range of skills and

knowledge that are essential to competent performance

(b) assessment of knowledge and skills must be integrated with their practical application

(c) judgment of competence must be based on sufficient evidence (that is, evidence

gathered on a number of occasions and in a range of contexts using different

assessment

methods). The specific evidence requirements of each unit of competency provide

advice on sufficiency

Reliability Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed. Flexibility To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.



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Fairness Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary. Sufficiency Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic. Valid Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods. Sufficient Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Current In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past. Authentic To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.



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Responsibilities of assessors

Assessors have significant responsibilities. Their judgment certifies that candidates have demonstrated competency to the standard required in the workplace. In making the judgment of competence against BSB07 units of competency, assessors must evaluate the evidence and assess the risks. Constraints and pressures are widespread – time, cost, the demand for a quick outcome – but compromise and diminution of unit requirements are not viable options. Faithful adherence to the content and intent of the Training Package in the assessment process is critical. Persons who conduct assessments against individual units of competency from BSB07 Business Services Training Package must hold formal recognition of competence in each unit in which they wish to conduct assessment or be able to demonstrate equivalent competence.

Assessing Diploma level qualifications

Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

• analyse and plan approaches to technical problems or management requirements • transfer and apply theoretical concepts and/or technical or creative skills to a range

of situations • evaluate information, using it to forecast for planning or research purposes • take responsibility for own outputs in relation to broad quantity and quality

parameters • take some responsibility for the achievement of group outcomes



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Assessment Instructions

This qualification applies to an individual who is clearly and solely responsible for the management and leadership of a complex project, either as an employee of an organisation or an external consultant. To be eligible for RPL, the student will need to supply extensive documentation. If required, this can be supplemented with Third Party Reports (included) or additional questioning. Due to the volume of documentation, using an online document uploader like DropBox is a good idea. Evidence may include:

Feasibility study

Project plan

Project charter

Work breakdown structure

Gantt charts

PERT charts

Budget

Communication strategy

Risk assessment

Checklists

Project management software data (e.g. MS Project)

Stakeholder information

Project team details

Meeting minutes/agendas

Reports

Correspondence e.g. emails, memos To be assessed as competent, the student must have evidence of managing multiple complex projects. A complex project involves:

the need for a comprehensive and multi-faceted project plan

the need for a formal internal or external communications strategy

a dedicated and diverse project budget

multiple administrative components

multiple operational components

a wide range of stakeholders

a project operations team In the ‘Examples of Evidence’ section of the evidence tool, write the evidence applicable for that unit. This may be relevant work samples as listed above, the Third Party Report, or answers to additional questions. The assessor is required to check that there is evidence for all requirements of each unit, and that it meets the Rules of Evidence in order to asses as competent. If evidence is insufficient, ask the student for more. If the student can’t provide sufficient evidence, they will be assessed as not yet competent for that unit.



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Packaging Rules

BSB51407 Diploma of Project Management

9 Core units

Competency achieved

Gap training required

9 units total

BSBPMG501A Manage application of project integrative processes

BSBPMG502A Manage project scope

BSBPMG503A Manage project time

BSBPMG504A Manage project costs

BSBPMG505A Manage project quality

BSBPMG506A Manage project human resources

BSBPMG507A Manage project communications

BSBPMG508A Manage project risk

BSBPMG509A Manage project procurement



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Evidence guide

Evidence required Examples of evidence C/NYC

BSBPMG501A Manage application of project integrative approaches

Manage integration of all functions of project management Coordinate internal and external environments Implement project activities throughout life cycle Evidence of the following is essential:

development of project plans for multiple complex projects details of how plans were monitored and outcomes were

reported knowledge of project life cycle The project plans must include the nine project management

functions: communications cost human resources procurement and contracting project integration quality risk scope time



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BSBPMG502A Manage project scope

Conduct project authorisation activities Conduct project scope definition activities Manage application of scope controls Evidence of the following is essential:

demonstration of scope management for multiple complex projects

knowledge of scope management plans, tools, issues and likely challenges

BSBPMG503A Manage project time

Determine project schedule Implement project schedule Assess time management outcomes Evidence of the following is essential:

demonstrated successful application of time management tools and techniques to ensure objectives are met on multiple complex projects

knowledge of time management methodologies, their capabilities, limitations, application and outcomes

BSBPMG504A Manage project costs

Determine project costs Monitor and control project costs Conduct financial completion activities Evidence of the following is essential:

demonstrated evidence of monitoring project costs across the project life cycle for multiple complex projects

knowledge of budgeting processes, tools and techniques



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BSBPMG505A Manage project quality

Determine quality requirements Implement quality assurance processes Implement project quality improvements Evidence of the following is essential:

demonstrated evidence of successfully managing project staff so that quality outcomes were achieved on multiple complex projects

knowledge of a range of quality management tools, techniques and methodologies

BSBPMG506A Manage project human resources

Implement human resource and stakeholder planning activities Implement staff training and development Manage the project team and stakeholders Evidence of the following is essential:

demonstrated evidence of successfully managing project staff so that outcomes were achieved on multiple complex projects

knowledge of HRM legislation, methods, techniques and tools

BSBPMG507A Manage project communications

Plan communications processes Manage project information Assess communications management outcomes Evidence of the following is essential:

development and implementation of a range of project communications that facilitate effective outcomes for multiple complex projects

knowledge of the place of communications within the project life cycle



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BSBPMG508A Manage project risk

Determine project risks Monitor and control project risks Assess risk management outcomes

Evidence of the following is essential:

demonstrated evidence of effective risk management for multiple complex projects

knowledge of risk management techniques, strategies and tools

BSBPMG509A Manage project procurement

Determine procurement requirements Establish agreed procurement processes Conduct contracting and procurement activities Implement contract and/or procurement Manage contract and procurement finalisation procedures

Evidence of the following is essential:

demonstrated experience in managing procurement and contracting processes in multiple complex projects

knowledge of contracts and legal obligations as they relate to project management



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Third Party Report Note to supervisor:

is currently completing a Diploma of Project

Management. Part of their assessment includes this report from you, their supervisor.

Please tick the boxes if you have observed them completing the following in the

workplace. If you haven’t observed each portion of a task, don’t tick the box. Read each

task carefully, and ask the assessor if you have any questions.

I have observed the student undertake the following:

Develop detailed project plans, and manage complex projects (BSBPMG501A)

Manage project scope with plans and tools to control scope (BSBPMG502A)

Manage project time and schedules to ensure objectives are met on time

(BSBPG503A)

Manage project costs and budget at all stages of the project (BSBPMG504A)

Manage project quality requirements, quality assurance and improvements

(BSBPMG505A)

Manage project human resources so that staff are able to achieve project

outcomes (BSBPMG506A)

Manage project communication to ensure information is correctly generated,

collected, disseminated, stored and disposed of (BSBPMG507A)

Manage risk to avoid adverse effects on project outcomes (BSBPMG508A)

Manage project procurement and contracts (BSBPMG509A)

Projects

1.

2.

3.

Other comments



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I declare that the above accurately reflects the work of (student)

I supervise them regularly, and have done for years months

Supervisor name

Job title

Company

Signature Date



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RPL Evidence Required

Name:

Qualification:

Evidence

Due date

Email to (insert email address)

or

Post to (insert postal address)

If you have questions or need more help, email or call (trainer name) on (phone number)

Documents

RPL kit Diploma of Project Management sample