BSB51413 Diploma of Project Management Human Resource Assignment

This assignment delves into the core principles of project human resource management and communication, covering essential aspects such as the PMBOK processes, the components of a comprehensive human resource management plan, and the characteristics of high-performing teams. It explores Tuckman's five-stage model of team development and its importance in managing project teams, alongside result-oriented criteria for measuring project performance. The assignment also examines conflict management styles, relevant Australian laws pertaining to human resource management, and the communication process. It provides insights into the information project managers need to provide to their teams and stakeholders, the topics addressed in a project communications management plan, communication barriers, and common project communication tools. Furthermore, it offers tips for improving communication within virtual teams and clarifies the difference between version control and distribution control. The assignment concludes with a case study analyzing the development of a training program, requiring students to answer questions based on the provided information.

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ASSESSMENT PACK
QUALIFICATION: BSB51413Diploma of Project Management
UNIT CODE AND NAME: BSBPMG515A Manage project human resources &BSBPMG516A Manage project
information and communication
Candidates: Submit this entire document
CANDIDATE to complete this section
Name: Nirosh Amadoruge
Student ID: 1594
Email address: [e-mail]
Trainer name: KERRIE BUTLER
Date submitted: 02/06/2015
Date resubmitted (1) Date resubmitted (2) IF ASSESSMENT TAKEN HOME BY STUDENT FOR CORRECTIONS:
I confirm that I am taking the marked assessment home to make
corrections. In case the assessment is misplaced or lost, I understand that
it is my responsibility to resubmit the assessment again.
Signature:
Date:
Candidate declaration—By signing below, I declare that:
 no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or
work and that no part of this assessment has been written for me by another person. I understand and accept the assessment for the unit/s.
Signed: __Nirosh Amadoruge__________ Date: 02/06/2015
ASSESSOR to complete this section
RESULT IN EACH ASSESSMENT ITEM Comments
Satisfactory Unsatisfactory Did not submit
Assessment 1
Assessment 2 – Part A
Assessment 2 – Part B
Assessment 2 – Part C
Skills Assessment checklist
ASSESSOR to complete this section
Name of assessor: Date portfolio review completed:
Overall Results Competent Not Yet Competent
Assessor signature
BSBPMG515A Manage project human resources &BSBPMG516A Manage project information and communication - Assessment Pack-Version May 2015
STUDENT NAME: ___________________________________________________________ STUDENT ID: ________________
ASSESSMENT RECEIPT DATE: ________________________ RECEIVED BY: ________________________ (ACTB staff to sign)

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ASSESSOR to complete this section
Oral testing/ Observation (if applicable)
Assessors may ask the candidate oral questions/ role play to gather further
supporting evidence, where written evidence is deemed to be incomplete or
insufficient.
Comments:
ASSESSMENT GUIDELINES FOR STUDENTS
 You need to achieve a ‘Satisfactory’ grade in ALL the assessments items to be granted a ‘Competent’
grade in the unit.
 In case you are not able to achieve a ‘Satisfactory’ grade in any assessment task, you will be given three
(3) attempts to resubmit your assessment. Your trainer will be available to assist you in any areas of
difficulty. Please discuss the assessment with your trainer to seek advice on how you can achieve
competency in the unit.
 Where relevant, oral questions may be asked to gather more information on your knowledge, skills and
competence in the unit.
 A holistic approach is used to assess your skills, knowledge and competence relevant to this
qualification. The skills, knowledge and competence are assessed across the different units offered
within this qualification. Where a skill relevant to this unit is not assessed within this assessment pack,
please note that the skill will be assessed in another unit.
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 Assessment 1: Knowledge questions
Refer to the following to complete this assessment:
 ‘Chapter 11 Project Human Resource Management’ – Extract from Project Management in
Practice- Neil Pearson et al (Class handout)
 Chapter 8 & 9, Textbook
 Class lecture –PPT
 Case Study- Training Program Development
Answer the following questions in your own words
1. According to PMBOK what are the 3 processes that are needed forProject Human Resource Management?
 Organize
 Manage
 Lead
2. A well thought out resource management plan (Human Resource Management Plan) should contain what
types of information?
Should contain following information
 People involved
 Their roles
 Their responsibilities
 Skills set
 Reporting relationships
 Development needs
3. What are the characteristics of a highly performing and conforming project team?
 Clear communicated goals & accepted objectives
 Opportunities for success
 Tolerance for calculated risk
 Mutual appreciation of membership skills
 Accepted roles
 Honest & open communication
 Support leadership
 Commitment to delegation & accountability
 Access to feedback & support
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4. Explain how Tuckman’s five-stage model of team development is important for managing project teams.
TUCKMAN’S FIVE-STAGE DEVELOPMENT MODEL
 Forming
Everyone comes together for the first time with introductions, attempts to ‘break the ice’, tentative
relationships, little trust, unknown goals, ambiguity in both goal and role, hidden agendas and some
‘cards held close to the chest’.
 Storming
Inevitable and natural conflict appears. This is often caused by personality clashes,team role,
leadership issues or any other aspect of the team’s processes.
 Norming
The ‘unwritten’ rules, codes of conduct and acceptable behaviour (norms) for the team are
developed, shared and agreed. Once these norms are established, all team members know what to
expect from each other in their working relationship on the project.
 Performing
The team members are ready to perform the work they have been assigned in a united, cohesive
and productive manner.
 Adjourning
The project has been finished and the team members disband.
5. Project performance can be measured against traditional organisational performance criteria (KPI’s),
what other result-orientated criteria could also be included in the project context?
 Performance against objectives
 Performance against schedule
 Performance against budget
 Performance against scope
6. Explain the 5 conflict management styles that can be used to resolve project disputes?
 Five approaches to managing conflict-Thomas-Kilmann model
1. Avoiding(low assertion, low cooperation) - the strategy is neither assertive nor cooperative. No
attempt is made to address the conflict at all, be it your own goals or other persons (also known as
a lose-lose).A avoidance strategy may be effective when;
You cannot possibly win, the issue is relatively minor or trivial, confronting the other party may
result in more damage than resolution, a time-out is needed to allow everyone to disengage, there
is an inequitable balance of power.
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2. Accommodating (low assertion, high cooperation) - the strategy is unassertive, and cooperative.
Here, the other person’s point of view is considered more important than your own (also known as
a lose-win). A accommodating strategy may be effective when;
The other person’s evidence is more compelling, peace, goodwill and harmony are more important
to the valued relationship, you want to create a tactical advantage by offering a concession, you
acknowledge the weakness in your own position, you wish to avoid further damaging the
relationship.
3. Competing(high assertion, low cooperation) –the strategy is assertive and uncooperative. In this
case, power and dominance will be often used to gain compliance to your own perspective from the
‘losing” side (also known as a win-lose).A competing strategy may be effective when;
-you know you are right, the stakes are too high if you lose (failure is not an option), quick and
decisive action is required, unpopular decisions have to be made, a show of force is required.
4. Collaborating (high assertion, high cooperation) – the strategy is both assertive and cooperative.
Mutual and optimal outcomes are sought by both parties (also known as a win-win).A collaboration
strategy may be effective when; -you want to build an alliance and a long-term relationship, you
need the enduring commitment from the other party, you want to encourage, investigate and
consolidate different perspectives, your solution is largely governed by the other party getting
theirs too, you need an optimal outcome without sacrificing your own.
5. Compromising (mid assertion, mid cooperation) – the strategy combines both degrees of
assertiveness and cooperation, to a moderate or intermediate level. Here, a mutually acceptable
outcome is reached, which partially satisfies both parties through each sacrificing some personal
goals and issues. A compromising strategy may be effective when; - the outcomes are only
moderately important to each party, no other option is working, the balance of power is evenly
balanced, a gesture of ‘moving forward’ is required, a decision (however temporary and/ or
expedited is required.
7. List any three laws in Australia related to HRM that may apply to projects?
 Fair Work Act 2009
 Work Health and Safety Act 2011
 Privacy Act 1988
8. Explain the communication process?
Communication is the activity of sharing information between two or more individuals. However, the
communication between people will be considered effective only when receiver intend the message in a
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manner as being conveyed by the sender. In this regard, some standard steps identified for an effective
communication process.
 Sender: The process begins by the sender which could be any person who wants to convey some
information to the concerned personnel. Here, the sender should ensure that the message which
he/she wants to convey should be clear.
 Message: In this phase, sender makes the selection of suitable channel with the help of which it can
send the message to the receiver. The channel could be speaking, writing and video etc.
 Receiver: Finally, in this step receiver receives the message from sender.
 Feedback: It is the last stage of communication process and a very important one. This is because, the
whole communication process will be consider as ineffective if receiver will not understand the
message as being send by the sender. Thus, it can be said that for any activity communication plays
very significant role.
9. As the project manager what should you consider to make sure the right information is provided to the
project team and stakeholders?
 What information is needed?
 Why it is needed and what decisions might trigger?
 What level of detail is required?
 Who is authorised to access this information?
 How will internal and external information needs to be treated?
 When will the information be needed?
 What urgency is placed on the information?
 What format will the information are stored?
 What medium will be used to convey the information?
 Who will receive the information?
 How will the information be shared?
 How frequently will the information be needed?
10. What topics would be addressed within the project Communications Management Plan?
 An extensive glossary of terms
 Protocols for creating, securing, distributing and storing information
 Stakeholders involved in receiving the information
 Methods used to keep stakeholders informed and up to date
 Any communication constraints governed by legislation, regulation or organisational policies
 Escalation steps to deal with issues
 Team members authorised to release information
 Nomination of specific document requirements
11. Identify 5 barriers to communication that can impact on the different stages of the project lifestyle.
Project Lifecycle
Communication
Barrier
Concept Planning Execution Finalisation
Lack of client
Involvement
  
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Lack of meetings    
Lack of agreed
scope changes  
Poor reporting
requirements

Changing project
personnel  
12. List 10 common project communication tools.
Meetings Complaint correspondence Safety Plans
Performance reports Risk Assessment Purchase orders
Gantt chart Project plan Assets register
Inventory
13. As a Project Manager, what tips can you suggest to improve communication within virtual teams to
enhance their performance?
Communication within virtual teams can be a challenge due to many reasons. For instance difference in time
zones, cultural implications, language and availability to hook up. Due to less social interactions it will be hard
to build a level of trust. But there is sill need to build relationships as we have to share information, clear
roles and needs to support and build enthusiasm among others. In the age of modern technology electronic
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communication is a most useful means to connect project teams. Project manager can use web conferencing,
teleconferencing, email, fax share files through servers and also virtual desktop log in too.
14. Explain the difference between ‘version control’ and ‘distribution control’.
Version Control:
 Is a means to identify every time a document is changed.
 This can be done by date or a version control number.
 It identifies what the most current version is.
Distribution Control:
 Identifies who should be given access to a document and how often this happens.
 It can include if they are allowed to change/edit the version.
 If they are only to read or have access to the latest version.
Assessment 2: Case Study
Read the case study below- ‘Training program development’ and answer the questions that follow
Case Study –Training Program Development
This project involves the design and development of a program to train Customer Service Officers for a local
police force. The aim of the program will be to provide Customer Service Officers with training in customer
relations, communication skills and working with a culturally diverse clientele. The police commissioner has
issued a Request for Tender (RFT), inviting bids from suitably qualified organisations, including TAFE colleges and
Registered Training Organisations with expertise and experience in Community Service and Public Service
training.
The following RFT details, issued by the police force, provide an outline of what will be expected of the successful
tenderer.
Background
In an effort to reduce the time spent by highly trained police officers on administrative work, the commissioner
authorised a review of the day-to-day work and activities involved in dealing with members of the public for
general matters. It was agreed that this work could be performed by ‘unsworn’ public servants, i.e., it did not
require police officers.
A comprehensive report was developed covering the role, responsibilities, operations and functions (including the
training) of Customer Service Officers (CSOs). It is highly likely that this approach will be adopted by other police
forces throughout the country, given the considerable benefits it represents. The police force had also previously
made a policy decision to use the national training framework as the basis for all future training activity.
An agreement was reached to adopt a competency-based approach for the CSO training. Stakeholders have
identified the particular competencies that are to be used, the structure and content of the training program
together with the qualifications to be awarded on successful completion of the total training program.
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The project consists of three stages:
1. Course development and initial delivery
2. Production of assessment instruments
3. Maintenance of the nationally accredited course.
Stage one has been identified as requiring a full time training effort, with stages two and three being
interspersed over approximately an eighteen month - two year period involving both on and off job training and
assessment.
Purpose
In consultation and agreement with stakeholders, develop a curriculum, teaching materials, assessment tools
and a maintenance strategy for a CSO training program. A proposed framework (Attachment A) is included that
lists the proposed tasks, actions and outcomes that are required to be completed to meet the requirements of
this tender.
Key Deliverables
Development of curriculum for a 420-hour course;
Production of teaching and support materials for 14 units of competency;
Development of a range of assessment tools, and
Development of a strategy that will facilitate course evaluation, review and maintenance.
Contractors Proposal
The proposal submitted by the contractor should detail the following: the contractor’s understanding of the scope and purpose of the assignment and of the key issues
which will need to be addressed in its conduct; the ‘deliverables’ from the contractor; the name(s) and relevant experience of the proposed resources; the total estimated cost for each stage plus overall cost to deliver the project; the availability of the nominated resources and the potential commencement date; and the nature of any information and/or support expected from the police force.
Proposals will be evaluated on the basis of the following criteria: understanding of the tasks/appropriateness of the proposed approach/methodology; demonstrated expert knowledge and skills in training program development; relevant experience of the contractor in training program development; extensive national and international knowledge of best practices in the training development field; fee rates and estimated total cost for each stage plus overall costs for the project.
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Project Duration
Appointment will be considered initially for a period of up to 3 months. The contract management and
administration will be undertaken by the Contracts Management Branch of the police force.
Contractor Agreement
The contractor will be expected to indicate their willingness to execute the standard agreement for the purchase
of services (Attachment C). Any proposed departures from these standard conditions are to be identified in the
tenderer’s response (Attachment D-schedule 13) to the contractor’s proposal.
Payments
Payment will be based on total cost for the project. Milestone payments will be made for each stage completed.
Intellectual Property
Material created is police force’s Property. The ownership of all Intellectual Property and all Information created
as a result of the provision of Services shall vest in the police force.
Successful Tenderer
The successful tenderer was a business development unit in a TAFE institute, who proposed a budget of
$240,000 for an eighteen month project. Below is an extract from their initial planning documents.
Planning Stage One: Prepare course proposal Map existing units of competency from (TDT30999) Certificate III in T&D to the police force job
analysis and develop draft content clusters; Identify and collate areas of underpinning knowledge and skill to be included; Meet with the required departments to:
o Clarify situation regarding the development of new units;
o Identify workplace documents to be used as training materials;
o Identify any existing preferred training materials;
o Identify key stakeholders and contact personnel.
Planning Stage Two: Scope definition
Key tasks for work breakdown schedule
o Document agreed objectives and deliverables;
o Finalise timelines and work plans;
o Develop scope management plan;
o Establish administrative systems;
o Confirm and brief project team.
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Planning Stage Three: Establish quality protocols and implementation parameters Set up project steering committee; Convene first meeting to sign off content clusters and learning sequences; PSG to review WBS, finalise and sign-off.
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Assessment 2 - Part A Communication
Read the following additional background notes to the case study
Your name is Sam. You are the manager of the business development department of the TAFE Institute that won
the tender just two weeks ago. The manager, who was looking after the tender process for TAFE, has suddenly
resigned and left the organisation. You have been asked to lead the project as the project manager. To your
horror, you discover that the only notes that have been left in the project file are those given above.
Also, the following organisational chart for the police department that identifies some of the stakeholders has
been left in the file.
POLICE DEPARTMENT ORGANISATIONAL STRUCTURE
You have also been advised that one Compliance Officer and three trainers from your own department will be
working with you as subject matter experts on the project.
From your experience of working with training packages, you also know that you will need to involve
representatives from the National Skills Council(NSC) and the Industry Skills Council (ISC) throughout the
project.
According to TAFE policy, you cannot have more than six people on any Project Steering Committee (PSC). You
have already thought about the six people that you definitely need from TAFE, the police department and the
NSC/ISC on your PSG. You don’t want to include anyone else apart from the six people you have identified.
You get a call from the local Member of Parliament congratulating you on winning the tender. During the
conversation he indicates that he is very keen for one of his key staff to be involved in the PSC as this is a very
important project. He also says that he knows a number of senior people within the government who would be
happy to support this project and be part of the PSC. He finishes the conversation by saying that he looks
forward to the invitation to join the PSC.
BSBPMG515A Manage project human resources &BSBPMG516A Manage project information and communication - Assessment Pack-Version May 2015