Unit Assessment Pack (UAP) – Cover Sheet

This document is the cover sheet for the Unit Assessment Pack (UAP) and includes student and trainer/assessor details, course and unit details, assessment submission method, student declaration, assessment plan, assessment conditions, unit purpose/application, what the student can expect to learn, training and assessment resources required, submission instructions, academic integrity, plagiarism and collusion information, unit outcome, prerequisite/co-requisite information, foundation skills, relevant legislation, principles of assessment and rules of evidence, AQF level, and additional information.

1. Unit Assessment Pack (UAP) – Cover
Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code
Course name
Unit code ICTPMG802
Unit name Manage a telecommunications project
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to
trainer/assessor
☐ Online submission via Learning
Management System (LMS)
☐ By Australia Post to RTO ☐ Any other method
_________________________
________________________
(Please
mention here)
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of
this assessment to a checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).
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Student signature: ________________________________
Date: ____/_____/______________
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Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment
Unit Assessment Task 1 Unit Knowledge Test (UKT)
Unit Assessment Task 2 Unit Project (UP)
Unit Assessment Task 3 Unit Project (UP)
Final result C/NYC Date assessed
Trainer/Assessor
Signature
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Assessment Conditions
Unit purpose/application
This unit of competency covers the skills associated with high level planning and management of
engineering-related projects or operations. The unit covers the skills required to plan, establish,
maintain and manage complex engineering systems and resources associated with time-defined
engineering-related projects or high-level engineering operations management in a manufacturing
or engineering-related organisation.
This unit applies to the planning and management of engineering-related projects or operations.
Activities include significant project or operations management responsibilities and may require
personal and electronic communication, self-directed and group activities, business planning, project
or operations planning and scheduling, and an understanding of the technology, skills and
techniques, and quality aspects required by the project or operations.
What the student can expect to learn by studying this unit of competency
 Establish parameters for project or operations management
 Implement project or operations management plan
 Monitor and review accountability for project or operations implementation
Communicate outcomes
 Manage progress of implementation
Training and assessment resources required for this unit of competency
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also included:
 Access to a computer, the Internet and word-processing system such as MS Word.
 An operational business environment to implement the learning plan.
 Computer technology and documentation as required.
 Codes of practice and standards issued by government regulators or industry groups.
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
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.
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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 students 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.
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Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
Principles of assessment and rules of evidence
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All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/ICTPMG802
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
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• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
2. Unit Pre-Assessment Checklist (UPAC)
3. UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
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• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: 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.
• 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.
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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 w
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Discuss with the student and superviso
the assessment process
 Use methods that do not require a hig
 Use short sentences that do not conta
 Clarify information by rephrasing, confi
 Read any printed information to the st
 Use graphics, pictures and colour codin
 Offer to write down, or have someone
 Ensure that the time available to com
the student’s needs
 Indigenous  Knowledge and understanding
 Flexibility
 Services
 Inappropriate training and assessment
 Culturally appropriate training
 Explore understanding of concepts and
 Flexible delivery
 Using group rather than individual asse
 Assessment through completion of pra
 Age  Educational background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the st
 Ensure that the time available to comp
 Provision of information or course mat
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environment
 Educational background  Reading
 Writing
 Numeracy
 Limited study skills and/or learning
strategies
 Discuss with the Student previous lear
 Ensure learning and assessment metho
 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 stud
 Appropriately structure the assessmen
 Provide information or course materia
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environment
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
Explanation of reasonable adjustments strategy used (If
required)
4. Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of nine (9) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
 This knowledge test is untimed and is conducted as open book tests (this means you are able
to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
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 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments.
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment
The purpose of this assessment task is to assess the students’ knowledge essential to describe the
skills and knowledge required to develop respect and trust between individuals, teams, supervisors
and management to develop a suitable culture for implementing and sustaining competitive systems
and practices initiatives.
 Knowledge of competitive systems and practices principles, strategies and techniques.
 Knowledge of Muda and its major classifications.
 Knowledge of financial and manufacturing KPIs.
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 Knowledge of approval process and its elements.
 Knowledge of customer perceived value.
 Knowledge of different types of communication medium.
 Knowledge of stakeholder mapping.
Instructions for answering written questions:
 Student must have to complete a written assessment consisting of a series of questions.
 It is expected from students to correctly answer all the questions.
 Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Student must concise to the point and write answers according to the given word-limit to
each question and do not provide irrelevant information.
 Student must not use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 Assessor should not accept answers copied directly from texts without acknowledgement of
the text.
How trainer/assessor will assess the work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
develop respect and trust between individuals, teams, supervisors and management to
develop a suitable culture for implementing and sustaining competitive systems and
practices initiatives.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
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o Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
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Questions:
Q1 List some of the steps involved in the RFP Process? (Ans in 30-50 words)
RFP (request for proposal) is a document that contains a proposal that is developed by bidding process and
conducted by the company in terms of certain interest towards particular commodity. It include steps as like
establishment of boundaries of project, identification of stakeholder and key advisers, defining of project
need and demand, creation of draft and reviewing of responses.
Q2: What is the role of stakeholders in managing a project. (100-150 words)
The stakeholder is the one that has shows its positive and negative interest along with this have ability to
influence the project completion and working. They have take certain decision making as in order to control
and manage the project scheduling and controlling so that project is completed within the timely
constraints or within the budget. Stakeholder also manages its responsibilities as by evaluating the
development, financial aspect of project, balancing of certain parameters by which all the milestones are
managed in organized manner. The project manager has sponsor the different working portfolios so that all
the functional and operational services in effective mode.
Q3: What do you understand by risk management strategy. List the major types of risks. (100-150
words)
The risk management strategy is the fundamental aspect that is controlled by the business so as
to provide structured and sustained approach and in this the identification, assessment and
measurement of risk is addressed by which comfort level of situation is developed in constrained
way. It is a procedure in which constant updates and reviewing of all the alternative solutions are
addressed so that development is processed by taking certain actions so that profit is developed
and achieved with more suitability. It provide appropriate structure to the business which is
processed as per the regular updating and assessing of certain objectives that company wants to
achieve within the sustained time period. There is some risk that is developed while working on
some project and that is as credit risk that is also known as default risk, political risk, country risk,
reinvestment risk, inflationary risk, market risk, interest rate risk, foreign exchange risk and many
others as well.
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Q4: List some of the cabling standards to ensure electromagnetic compatibility (EMC) that must be
followed in telecommunications. (30-50 words)
The telecommunications must have followed certain standards in order to ensure electromagnetic
compatibility as in support of cabling standards and that is as EMC testing and radiated emission
standards that is used to analyze spectrum and EMI receiver as per the suitable measurement of antenna.
Q5: List six (6) essential features of Project Management Software (30-50 words)
The essential features of project management software are as explained below as:
 Planning and scheduling is used to measure working standard of project
 collaboration in which amalgamation of all the activities is measured
 Documentation is a process that used to measure different working aspect
 Reporting includes collection of different required project aspects.
 Resource management is used to suitable interpretation of all the required resources
 Designing of budget used to conduct working in timely basis.
Q6: What do you understand by the term skills audit? (50-75 words)
The skills audit is a process that is used to measure and identify the skill gap of all the individual that is
working within the business. In this the management has provide certain level of training and development
as by analyzing the need and requirement of an individual or the project that is processed by the business.
In this valuable and suitable outcome is achieved by developing particular plans so that skills and knowledge
is improved.
Q7 List various types of Personal Protective Equipment with respect to WHS standards? (50-75
words)
The different types of personal protective equipment with respect to WHS standards are as illustrate
below as:
 Respiratory protection equipment that provides safety and security so as to control the
disposal, cartridge, air line and other major injuries.
 Protection kit for eyes and for this provide spectacles, shields, visors and goggles so that dust
particle didn't get in contact with eye.
 Hearing protection and for this they have provide ear muffs and plugs so that hearing loss is
controlled.
Q8 What precautions can be taken to eliminate or minimize risk control or hazards at workplace?
(50-75 words)
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There is certain precautions that is taken by the business so as to eliminate or minimize the risk control and
hazard at workplace is as defines below as:
 Designing or re-organizing of working so that all the respondent hazard are managed and
controlled.
 The different parameters are considerate as by providing substitute so that safer condition is
promoted.
 The perfect isolation is managed so that adequate control is managed and operated to provide
safer condition to workers.
Q9 Answer the following questions with respect to “the impact of relevant legislation, codes,
regulations and standards on the management of a communications project”
Discuss the significance of Commonwealth Procurement Rules (CPRs) (30-50 words)
It is a rule that is mandatory for the non corporate entities and in this the commonwealth procurement
rules are designed to control and manage the adequate reflection over the scale, scope and risk that is
reflected as from working process. It is the rule that is denoted as in term of “must” and based on the
report of non-compliance by which good working practices is promoted.
Q10 What do you understand by commissioning process? (50-75 words)
The commissioning is a process that is used to plan, documentation, testing, adjusting, scheduling, training,
verifying t he different working activities along with this different facilities are promoted to operate
functional system by which all the various requirement are managed in ordinate mode. The project
commissioning is based on the quality oriented procedure by which documentation of performance is
analyses by meeting suitable criteria.
Q 11 Discuss the importance of telecommunications in a project? (50-75 words)
The telecommunications is a process that is used to exchange the certain information by which
communication in between the different individual is facilitated. In this better interaction is promoted so
that appropriate management of working is affiliated in possible manner. In support of telecommunications
work and its trafficking is controlled and in this selective modification are implies with better management.
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Q 12 What is a project plan? List some benefits of project plan help in engineering projects? (150-
200 words)
The project plan defines the managerial aspect that is controlled with the support of documentation and
also used to define scope and deliverable of project. It is used to represent the different form of actions
and activities so that transformation of information is processed in between the stakeholder or
employee’s. In this Gantt chart also get used by which learning is addressed with more perfection as in
this scheduling in between different activities is processed by which complexities and redundancy are
removed with better perfection. It is a body that consist of suitable knowledge so that approaches
guidance in order to execute and control the project is addressed. The project plan helps within the
engineering projects as while maintaining depth planning by making effective thinking and visualization,
permit to enhance communication, assist to build desired outcomes, improvise and innovate the level of
communication, reduces the costing and production rate by enhancing the probability of valuable timing
over the working, aid to identify and control futuristic issues and problems. The project manager play vital
role within the completion of engineering project as while driving sustained success and growth so that
constant and continuous budgeting is processed with more suitability.
Q13 Explain the various phases in project management? (250-300 words)
The project management includes different phases such as initiation, planning, controlling, monitoring and
execution so that adequate performance is getting enlarged along with closing of project. The project phase
consist of collection and gathering of different actions so that both short and long term goals and objectives
are attained within timely basis. It is a process in which all the milestones are reduced by measuring all the
respondent progress of project. There is a sub phase in the project completion and furthermore that is
based on controlling and execution. It includes five phases and that is as explained below as:
 Project initiation: It is a start of the project in which goal and objectives of the working is
addressed and in addition project manager tries to produce feasible solution that is completely
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dependent on the suitability of project.
 Project planning: It is key aspect of project in which management always maintain its concern and
focus on the achievement and development of a road mapping. In this both SMART and CLEAR
goals that is designed so as to ensure clear and better understanding. It is also used to promote
goal setting by which specified outcome is achieved.
 Project execution: In this the management ensure about the scope and deliverable of project and
in this working is completed and processed with more transparency. It is used to involved higher
responsibilities and that is processed by development of team, assigning of resources, execution of
management plans, procurement, tracking, modification and updating of resultants.
 Project mentoring: It is a process that is dependent on the progression of project and management
make sure that effective utilization of resources is attained.
 Project closure: It is a phase in which specific outcomes is induces in order to produce valuable
outcomes. The management tries to attain organized outcome in which collaborative participation
of all the workers is processed by which rate of deliverable is enhanced.
Q14: What is a Critical Path Method in project management? (100-120 words)
The critical path within the project management describes the sequences of network within which network
activities and actions are managed so as to attain long term benefits as while managing longer durability. It
actually defines the floating variable that furthermore provides visibility of shortest time period by which
productive outcome is achieved with more affordability. The project management and a critical path
provides better knowledge about the sequencing of task in which most effective and efficient work timing is
achieved as per the completion of project. It is used to plan, manage, analyses the adequate timing within
which project completion is based on and it also assist to prevent different risk from the project as per its
ending.
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Unit Assessment Result Sheet (UARS): UAT1: Unit Knowledge Test (UKT)
Student’s ID: Date:
Student’s name:
Assessor’s name:
Does the candidate answer the following? Yes No Assessor Comments
Question 1: Listed some of the steps involved
in the RFP Process.
☐ ☐
Question 2: Explained the role of stakeholders
in managing a project
☐ ☐
Question 3: Explained risk management
strategy along with major types of risks.
☐ ☐
Question 4: Gave a list of some of the cabling
standards to ensure electromagnetic
compatibility (EMC)
☐ ☐
Question 5: Gave a list six (6) essential
features of Project Management Software.
☐ ☐
Question 6: Explained the term skills audit. ☐ ☐
Question 7: Gave a list of various types of
Personal Protective Equipment with respect
to WHS standards.
☐ ☐
Question 8: Explained precautions to
eliminate or minimize risk control or hazards
at workplace.
☐ ☐
Question 9: Discussed the significance of
Commonwealth Procurement Rules
☐ ☐
Question 10: Explained commissioning
process
☐ ☐
Question 11: Discussed the importance of
telecommunications in a project
☐ ☐
Question 12: Discussed project plan and
benefits of project plan in engineering
projects.
☐ ☐
Question 13: Explained the various phases in
project management
☐ ☐
Question 14: Explained Critical Path Method
in project management
☐ ☐
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Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code ICTPMG802 - Manage a telecommunications project
Unit name
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
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that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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