1. business and industrial
2. business operations
3. management
4. project management

Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBPMG522A Undertake Project Work
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 4-6 weeks to complete.
I DECLARE THAT :

no part of this book (i.e. Answers to Questions,
Documentation etc) has been copied from another
person’s work except where referenced accordingly

no other person has written any part of this
book/assessment, except where such collaboration
has been authorized by Queensland Polytechnic

I hold a copy of the documentation within this book,
which can be produced should the original be lost or
damaged, or is deemed necessary

the signature is my own and/or the email that I have
sent, which includes this book, is my own personal
email address

Name & Signature of Student:
this book has not been submitted for any other study
requirements
ADDITIONALLY:

I have completed a pre-training review and have
contributed to development of my training plan /
qualification

I am aware that this assessment item/book can be
adapted to meet my individual needs if required

I am aware that I can apply for RPL or RCC based
on my previous experience of expertise

I am aware that this assessment approach is
negotiable and by undertaking this ‘book’, I have
agreed upon this format

I am aware of my responsibilities with regards to
assessment items
BSBPMG522A Undertake Project Work
________________________________________
Or, if submitted electronically, the receipt of the email
is sufficient for electronic submission.
Page 1 of 25
Student Number (if known):
Student Contact Details
Phone:
Email:
Marking of Assessment:
Name & Signature of Assessor
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
Was a Re-submission granted?  Yes  No  N/A
________________________________________
(Can be handwritten or electronic)
By signing the Assessment Cover Sheet, the student agrees that if a
resubmission is required, they will make the suggested improvements
Resubmission Date Due: _______________
Was an extension granted?  Yes  No  N/A
Extension Due Date: __________________
Assessment Summary / Final Checklist
 Assessment 1, Oral/Written Questions
 Successful  Unsuccessful
 Assessment 2, Documentation/Evidence Requested
 Successful  Unsuccessful
 Assessment 3, Practical Observation by Trainer and Third Party
 Successful  Unsuccessful
Final Result -  Competent  Not Yet Competent
Name & Signature of Student:____________________________________
Name & Signature of Assessor ____________________________________
Feedback / Comments
Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be provided by
either phone call / email. By signing the Assessment Cover Sheet, the student agrees that feedback will be provided
in this manner.
This guide and all related learning resources contain material copied in reliance upon the Educational Copying
Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under Part VB of the
Copyright Act 1968. Distribution is limited to enrolled students of Queensland Polytechnic/ACIL Training and their
partners.
BSBPMG522A Undertake Project Work
Page 2 of 25
USING THIS BOOK
The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One
unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from
the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets –
generally it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a
time to complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question
and answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to
collect and/or further assessment instructions.
If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at
other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using
Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the
appropriate place (ready for marking). The books and the time it should take you to complete each one, varies considerably,
depending on the requirement of the unit, your skills levels and/or previous experience and qualifications.
WELCOME TO QUEENSLAND POLYTECHNIC
Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your
career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and
are here to support you in your training program.
The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined
by the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a
framework for training and assessment and specify what competencies an employee at a particular level within a particular
industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is
made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each
element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about
whether competency has been achieved.
Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already
read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it,
and its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any
of the information, please feel free to contact your Trainer / Assessor.
Recognized Prior Learning (RPL)
The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency
standards that form part of the program they are undertaking. Queensland Polytechnic recognises that skills and knowledge are
gained through work, educational, and life experience regardless of how, when or where it was acquired, provided that the
learning is relevant to the competency outcomes in a unit. Credit for these skills and knowledge may be given by Queensland
Polytechnic towards unit and/or programs it currently offers. Recognition will be given to any applicant who has successfully
completed units of competency which give equivalence into training programs offered by Queensland Polytechnic, and/or which
have been gained with another recognised training organisation, eg TAFE.
Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency,
Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other
assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland
Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on
appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please
contact your Trainer / Assessor.
Exemptions, National Recognition and Credit Transfer
If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been
studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning
outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before
credit transfer can be obtained. An application can be made for any of the above when the student believes that they have
already attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be
recognised, please contact your Trainer / Assessor.
Flexible Delivery
Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning
rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has
greater control over what, when and how you learn.
BSBPMG522A Undertake Project Work
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Rules of Evidence
AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,
fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning
outcomes for students.
Table 2, Rules of Evidence
Validity
This means that the evidence
relates to the unit
competency, addresses
essential skills and
knowledge, dimensions of
competency and
employability skills
A valid assessment assesses
what it claims to assess
Reliability
This means that the
assessment tool and process
will produce consistent
outcomes when applied by a
range of assessors in a range
of contexts. Thus,
‘consistent’ outcomes are
achieved in assessment
regardless of who does the
assessment, when it is
conducted and in whatever
context it was conducted
Evidence collected is
relevant to the activities and
demonstrates that the
performance criteria have
been met
Fairness
Flexibility
This means that the
assessment will not
disadvantage any person and
will take into account the
Assessment Tasks and the
Assessment Tools are
structured so that they do not
disadvantage
This means that the
assessment tool and process
allows for assessment in a
range of assessment contexts
Assessment practices and
methods are equitable to all
learners and their
characteristics
Participants will be able to
have their previous experience
or expertise recognized (RPL
or RCC)
Assessment procedures and
the criteria for judging
performance are made clear to
all learners
The assessment approach can
be adapted to meet the needs
of all participants and
workplaces
Opportunities will be provided
to allow participants to
challenge assessments and
have the opportunity of
reassessment
The assessment strategy
adequately covers both the on
and off-the-job components of
training
Where practical and
appropriate, assessment will
be negotiated and agreed
between the assessor and the
student
Types of Evidence
Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include:
Direct
demonstration/observation
Indirect demonstration
Products
Workplace documents
Questions - written and oral
Assignments
Third party reports
Self-assessment
Simulation
Portfolios
BSBPMG522A Undertake Project Work
Performance of a task, or range of tasks, either in the workplace or in a
simulated work environment, witnessed directly by an Assessor
Use of photographs, videos, etc. showing performance of a task when the
Assessor cannot be present
Models, items, objects that have been made, fixed or repaired by the student
Rosters, budgets, reports, standard operating procedures etc. developed by
the student
Asking the student about real or hypothetical situations to check
understanding, task management and contingency management skills. May be
short answer, discussion, multiple choice, etc.
Projects, reports, essays, etc, relevant to the learning, literacy and numeracy
(LLN) requirements of the unit of competency
Documented and verified reports from supervisor, colleague, subject expert,
Trainer or others
A student’s personal statement on their performance (not generally sufficient
in isolation)
Simulated activity to accommodate difficult to demonstrate criteria e.g.
emergencies, contingencies, difficult behaviors etc.
Collections of evidence compiled by the student
Page 4 of 25
Equity Groups and Reasonable Adjustment
'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all
students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are
made to the assessment process to meet the individual needs of students.'
Equity groups may include, but are not limited to:





Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students and/or students in remote locations
Women in non-traditional industries
Students with sensory impairment and/or students with physical or intellectual disabilities
Reasonable adjustment may mean:




Making learning materials and methods accessible
Adapting the physical environment and equipment
Making adjustments to the procedures for conducting assessment
Making adjustments to the evidence gathering techniques
In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language
or any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order
to afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and
knowledge in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer /
Assessor.
Withdrawal from a Unit of Competency / Qualification
If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student,
employer and Queensland Polytechnic at any time.
Quality Improvements
Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its
processes. From time to time materials may change due to improvement.
Learner Surveys / Questionnaires
Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes
approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey
focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your
perceptions of the quality of your competency development and of the support that you have received during your training.
Data collected from the surveys, will help support continuous improvement processes ensuring
that:



Queensland Polytechnic continue to provide quality training and assessment across all our
operations
Queensland Polytechnic adhere to principles of access and equity and continue to
maximise outcomes for our clients
Queensland Polytechnic’s Management systems continue to be responsive to the needs
of our clients (you), staff and stakeholders
UNIT DESCRIPTION
BSBPMG522A Undertake Project Work – this unit describes the performance outcomes, skills and knowledge required to
manage a straightforward project or a section of a larger project. This unit addresses the management of projects including the
development of a project plan, administering and monitoring the project, finalising the project and reviewing the project to
identify lessons learnt for application to future projects. The unit focuses on the application of project management skills and the
requirement to meet time lines, quality standards, budgetary limits and other requirements set for the project
Details of the competencies of this unit can be accessed at: http://www.training.gov.au
BSBPMG522A Undertake Project Work
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EMPLOYABILITY SKILLS
Employability Skills are defined as "skills required not only to gain employment, but also to progress
within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic
directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes
referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills,
essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills.
An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the
Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight
(8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below.
Table 1, Employability Skills
Communication
Teamwork
Problem Solving
Initiative & Enterprise
Planning & Organising
Self-Management
Learning
Technology
that contribute to productive and harmonious relations between
employees and customers
that contribute to productive working relationships and outcomes
that contribute to productive outcomes
that contribute to innovative outcomes
That contribute to long term and short term strategic planning
that contribute to employee satisfaction and growth
that contribute to ongoing improvement and expansion in employee
and company operations and outcomes;
that contribute to effective execution of tasks
More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/.
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, [email protected]
Mobile: +61 439 817 361
MATERIALS & RESOURCES REQUIRED

All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty
Training Manual” available on the intranet. Additional readings and examples/templates relating to this unit can be
found on the intranet and/or requested by yourself (for the trainer to send to you via email).

All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator,
printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar)
software applications, for completion of the Certificate IV in Business and/or the Diploma of Management

Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing
this, please contact your Trainer or immediate supervisor, ASAP

During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you
cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be
provided to you

Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals
BSBPMG522A Undertake Project Work
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AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)
Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels
appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency.
Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills
The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the
Certificate IV in Business and the Diploma of Management.
UNIT CODE & TITLE: BSBPMG522A Undertake Project Work
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
EXAMPLE OF ACTIVITIES
AT THIS LEVEL
-
-
WORKPLACE & EMPLOYMENT APPLICATION
Read text and prepare a
presentation. Read and
comment on an article about
a contemporary issue
-
Write a report on a topic of
interest
Write procedures on minute
taking
-
-
-
-
-
ACSF Oral
Communication
Skills Level
-
-
-
-
ACSF Numeracy
Skills Level
-
Communicate with people
from diverse backgrounds.
Prepare and lead a discussion
Understands vocabulary
specific to a topic
Follows oral texts which
include vocabulary that
creates shades of meaning
Responds to cues such as
change of pace and particular
words which indicate a new
or important point is about to
be made
Reflects on the effectiveness
of the interaction as it occurs
requesting clarification,
and/or variation in volume
and pace as necessary
Interprets gestures and other
non-verbal features
Responds to topic shifts and
points of clarification, and
gives non-verbal feedback
Calculate and compare
annual income options.
Calculate area of an office
-
-
-
-
-
-
-
BSBPMG522A Undertake Project Work
Analyses, compares and contrasts information gained from tables and charts, e.g.
information on products and materials in order to determine the suitability for
use in different locations
Demonstrates understanding of texts describing interrelationships of events, e.g.
reviews conflicting incident reports to identify key issues and possible follow up
action
Prepares an induction manual or standard operating procedures to be used in
the workplace
Documents roles, responsibilities and timeframes for a project plan
Compiles a report (e.g. on sales figures) with input from a range of sources
Writes clear and detailed instructions organised sequentially, for individual
members of a group in order to complete a group activity
Prepares data for a team/group using graphs to compare production or activity
over a period of time, and includes recommendations for improvements
Gathers information from a range of sources and rewrites using headings,
instructions and layout that meet the needs of the audience and purpose of the
text, e.g. job instructions or evacuation instructions
Writes an instruction manual for a new piece of equipment or machinery
Creates a range of formal texts incorporating specific workplace proformas and
language and maintains records on a computer, e.g. memos, letters to clients,
agendas, minutes, emails or reports
Demonstrates understanding of a text describing complex interrelationships of
events, e.g. writes a letter to a customer apologising for a lost item or prepares a
report for a manager detailing a problem and steps taken to address it
Explains technological concepts to a work group unfamiliar with the concepts
involved, using visual aids such as photos and diagrams
Leads a discussion with a focus group to explore solutions to a complex
workplace problem
Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarising
Expresses own values, ideas and attributes through language choice as
appropriate to various contexts, e.g. job interview or group discussion
Negotiates a win-win outcome with a work colleague, demonstrating conflict
resolution skills
Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from changing
work practices as a result of installation of a new computer system
Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models) to
explain technological concepts or scientific phenomena to an audience or work
group
Collects, represents, summarises and interprets a range of statistical data
appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central
tendency (mean, median, mode) and simple measures of spread
Works in a group to investigate and report on the options and costs for the use
of a fleet of vehicles for the running of a business, e.g. comparing the use of cars
versus motor bikes for a courier service or comparing leasing cars versus outright
purchase
Works in a team to plan and develop an operating budget for a task or project,
including the income from different sources (e.g. government funding,
membership fees or sales) and expenses (e.g. staffing, materials, marketing,
overheads, travel, training or IT support)
Collects and accurately records data (e.g. measurements, quantities or digital
outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors and
can respond appropriates by acting to correct processes or inputs
Page 7 of 25
-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. building, workplace, office or shop) in
order to allocate working space and furniture
Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs, charts
or averages) to show different interpretations and influences
Calculates, compares and interprets the probabilities of some given or described
events in both numerical and qualitative terms, e.g. production numbers or
faults, or accidents
Organise own workplace professional development/training plan to achieve a
negotiated outcome with consideration of personal priorities and demands on
time
Actively seeks feedback from others as a way of improving performance, e.g.
approaches peers, manager or customers
Makes changes to work routine to meet deadlines, drawing on insights gained
from previous experiences
Uses organisational file sharing and storage systems
Actively encourages others to learn
Initiates team problem solving sessions
Participates in and contributes to change management in the workplace
PERFORMANCE VARIABLES
These variables may influence the individual’s performance at any time
Support
Works independently and
initiates and uses support
from a range of
established resources
Context
Text Complexity
Task Complexity
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task organisation and analysis
involving application of a number of
steps
Processes include extracting,
extrapolating, inferencing, reflecting,
abstracting
EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION
Text Type
Personal & Community
Workplace & Employment
Education and Training
Procedural
Recipe
Standard operating procedures
Instructions for completing assessment
task
Persuasive
Email to local council complaining
about cat registration bylaws
Informative
Club newsletter
Creative
Report for CEO presenting argument and
recommendations for a particular piece of
new equipment
Report of different approaches to risk
management used in the industry
Oral presentation on an issue in area of
study/expertise
Research paper on main developments
in WHS in the last 20 years
Poem
Design project
Advertising copy or short story
Technical
Explanation of parts of a camera
Instruction manual for a new piece of
equipment
Report on advantages of new computer
system in library
Regulatory
Council planning permission form
Industry standards list
Course completion requirements
Descriptive
Recount of trip to botanic gardens
Memo outlining new office furniture
Essay comparing two paintings
ASSESSMENT REQUIREMENTS

Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a
three (3) monthly basis.

Signed assessment cover sheets (the front page of this book), must accompany each assessment/book.

Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed
competent in the unit.

Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the
first submission.

Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide
reassessment on appeal to any applicant, if requested.
BSBPMG522A Undertake Project Work
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ASSESSMENT INSTRUCTIONS & DETAILS
Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work
within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice
employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology.
In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory
level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person
completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior
to submitting the completed book.
The assessment tasks for this unit will require you to complete the following:
Assessment 1, Oral/Written Questions: answer a number of questions / scenario case studies
and provide examples, comments or explanations to particular incidents/activities that occur
within Thrifty Car Rentals. Provide as much detail as you can since the more knowledge you
show, the less time it will take you to be deemed competent in the unit. Please note: to be
able to receive COMPETENCY for this unit, you need to be able to answer YES to all questions
within this book. If this is not the case, please contact your Trainer / Assessor immediately.
Assessment 2, Documentation: Requested throughout this Guide.
Assessment 3, Practical Observation by Trainer & Third Party: have your immediate
supervisor and Trainer sign off on your competence in the relevant areas, after observing you
in a workplace situation.
ASSESSMENT MARKING
It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work
differently.
Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question,
including:





writing continuous paragraphs of text
using headings and sub-headings to organise text
using bullet points rather than, (or as well as, continuous text
providing examples and illustrations from experience – particularly relevant work experience
submitting workplace documents that are examples of work completed in the workplace
Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily
completed based on the following considerations:
 all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the
competency requirements set out for the unit, on the training.gov website ie. all Elements of the Performance Criteria,
Required Skills, Required Knowledge, Critical Aspects have been meet

your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor

your work is has acceptable formatting, expression, language, spelling and grammar

the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please
note, while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly
practical tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to
texts and learning materials when answering questions which focus on knowledge and how to apply it to specific
situations. Learning to reference appropriately also helps student develop skills that will be essential should they decide
to go on to higher education/university, later.
If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you
determine competency in the assessment item.
BSBPMG522A Undertake Project Work
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STUDY SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented
and started on the Assessment items for this unit. At this time, your Trainer/Assessor will go through this book and the
Assessment requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance.
The remaining weeks, you will complete your study by working through the activities within this
booklet and attaching the required evidence, as instructed. NOTE: There is no need to word process
your answers to the Questions within this book.
In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy
format. Make sure that all the evidence/documentation is attached to the booklet where
required/indicated.
The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow
this schedule to complete and hand in your work you will have no trouble finishing the unit. It should take you about 45 hours of
study over a 4-6 week period to complete the reading and assessment activities. Please note however, the time you will need to
spend on your learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing
skills.
Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems
have a way of growing bigger over time – so your Trainer who is assessing your work would much rather hear
from you early so any issues can be solved and you can move ahead with your learning. Your Trainer /
Assessor will reply within one day.
BSBPMG522A Undertake Project Work
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ASSESSEMENT 1: EVIDENCE FOR BSBPMG522A UNDERTAKE PROJECT WORK
Week
Week
1-4
Topic Covered
Define project
Resources and Assessments
A project, by definition, is a temporary activity that involves:
 a starting date
 specific goals and conditions (expected outcomes)
 defined responsibilities
 a budget
 planning
 a fixed end date
 the involvement of multiple parties (stakeholders).
You know what you have to do – you do it ONCE – and that is the end of it…
Project Plan
(CA1)
PC1.1, 1.2
PC2.1
RK2&3
What is a project you have recently been involved in within Thrifty? Provide a brief overview
of it (ie. a Project Plan). Make sure you include the:
 starting & finishing dates
 the expected outcomes
 who is involved (stakeholders)
 who is responsible for particular roles/tasks/work
 timeframes
 the budgets/costs/resources involved
 how the project relates to Thrifty’s overall mission / goals and operations
 the lines of authority/communication involved in the project
 how the project will be managed
Attach any evidence you have of this project, to the back of this book.
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PC1.3
Who delegated this ‘project’ to you? I.e. who was the delegating authority?
How often did you seek clarification from the delegating authority about issues related to
the project or its parameters? Parameters could include such things as: costs involved,
timelines involved, legal issues, human or technical resource required, procurement
requirements, risks, WHS. Give an example.
PC1.4
What was YOUR responsibility in this project?
PC1.5
RK 3
Was there any relationship between this project and the organisations’ overall goals? Explain
- taking into account the organisation’s mission, goals and operations.
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PC1.6
How did you determine what resources you had available for the project? How did you
access these resources? Give an example if it is easier to explain this concept in this manner.
PC2.2
What project management tools did you use to help you? Explain. HINT: Gantt charts,
spreadsheets, WHS, cost control, critical incidents, project management software etc.
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PC2.3
What did your RISK MANAGEMENT PLAN for the project look like e.g.
 WHS issues you had to be aware off?
 Staff may get sick and you need to change their roles/responsibilities
 Extending timeframes
 Outsourcing may be required
 Costs may be to high
PC2.4
Did you develop the budget relating to the project? YES / NO
If no, who did and what did this involve, from their point of view (you may need to seek
feedback from your supervisor/delegated authority here, to help you answer this question)?
Who approved the budget for this project?
PC2.5
BSBPMG522A Undertake Project Work
Did you consult team members and take their views into account when planning the project?
Give example.
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PC2.6
Did you have to seek final approval from anyone prior to commencing this project? If so,
who?
Provide example of how you did this.
Administer and
monitor project
(CA2, partial)
What action did you have to take during the project to ensure that the team remained CLEAR
about their responsibilities and the project’s requirements?
Provide example if easier to explain in this manner.
PC3.1
PC3.2
Did you provide support for the team members to ensure that the expected outcomes of the
projects were of high quality and timelines were being met?
YES / NO
How did you provide support? Explain. Provide example.
HINT: additional human or technical resources, encouragement, feedback, regular meetings, supervision.
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PC3.3
Did you establish and maintain a record keeping system throughout the project? YES / NO.
Provide examples. Explain.
HINT: correspondence, keeping financial receipts, recording timesheets, supplying feedback to delegating authority
RS3 (partial)
PC3.4
BSBPMG522A Undertake Project Work
How did you monitor the project’s quality, finances/costs and other resources (i.e. human,
physical and technical)? Examples and Explain.
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PC3.6
Did you undertake YOUR risk management plan as you had planned?
YES / NO
Comments:
PC3.7
Did you achieve the projects’ desired outcomes? YES / NO
Comments:
Finalise project
Did you complete the FINANCIAL RECORDS required for the project and check them for
accuracy, before submitting? YES / NO.
Provide examples.
PC4.1
Comments:
PC4.2
Did you re-assign staff involved in the project to other roles when the project was
completed? YES / NO
Comments:
PC4.3
Was there any ‘sign offs’ required for this project? YES / NO
Sign offs may be required by the delegating authority, funding bodies, sponsor,
management, customers, clients.
Comments:
Review project
(CA2, partial)
PC5.1
BSBPMG522A Undertake Project Work
Did you review the outcomes and processes against the project’s original scope and plan?
YES / NO.
Comments/Findings:
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PC5.2
Were any of the team members involved in the review of the project? YES/NO
Comments:
PC5.3
Did you document lessons learnt from this project - either formally or informally via
discussions with delegated authority/management? YES/NO
Comments:
PC3.5
Legislation
Requirements
Did you have to report back to anyone within the organisation? YES / NO.
Explain:
What legislation (from any level of government) would affect your business operations, in
regards to this project? Give an example of each one and explain.
(CA3)
RK1
BSBPMG522A Undertake Project Work
HINTS: anti-discrimination, ethical principles, WHS, privacy, environmental issues, Codes of Practice (ie. Noise, first
aid)
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RS1,2,3,4,5
There are many skills required to manage a project - give an example of how you used the
following skills. Explain with sufficient details, where appropriate.
Communication Skills:
Using Culturally Appropriate Language to ensure you are able to relate to an array of people
from diverse backgrounds:
Negotiation Skills:
Literacy Skills: (ie. reading, reviewing and/or comprehension of projects’ documentation)
Planning & Organising Skills:
Time Management Skills:
Numeracy Skills: (ie. To be able to analyse data / compare timelines and review costs against
budget forecasts)
Delegating Skills:
Diplomacy Skills:
Emotional Intelligence (EI):
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ATTACH ANY DOCUMENTATION YOU CAN PROVIDE
THAT SHOWS EVIDENCE OF YOUR PROJECT
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ASSESSMENT 3: BSBPMG522A Undertake Project Work - Trainer/Assessor & Third Party Workplace Observation/Discussion Form
Information for the Trainee & Senior Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the workplace. As the trainee’s immediate
supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important that evidence gathering through observation takes places over a number of shifts, and
under a range of circumstances and at various times. Observation may be undertaken in either a formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place.
‘Informal’ settings provide opportunities for you to observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on
performance. Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response, and you believe they have the knowledge/skills to show competency
in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses.
Student/Trainee’s Name:
Student/Trainees Job Position:
Dates/Shifts/Times:
Observer (i.e. Supervisor or Senior Co-worker):
Assessor (ie. QP’s marker):
Performance Element
Define project
Performance Criteria
Did the trainee access relevant documentation to the project?
Eg. Any documentation that outlined timeframes, quality
standards, resources,
Was the trainee able to define who the project stakeholders
were?
S or US
S or US
Comments
S or US
Eg. Kingmill, customers (internal or external), departments,
metroplexes,
Did the trainee seek clarification from the delegating authority
on any issues related to the project?
Eg. Senior management team
Did the trainee identify their own responsibilities and reporting
requirements?
Was the trainee able to clarify the relationship of the project
with the Thrifty’s goals/mission/objectives?
(Required Knowledge)
Did the trainee determine and access available resources to
undertake the projects?
S or US
S or US
S or US
Eg. Equipment, staff, financial resources
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Develop project plan
Was a project plan, including timeline, work breakdown
structure, roles and responsibilities outlined?
(Critical Aspect)
Did the trainee provide details of appropriate project
management tools?
Eg. Gantt chart outlining dates/times lines, spreadsheets, costing
schedule, tasking schedule
Did the trainee OUTLINE the risk management and UNDERTAKE
a plan for the project including WHS?
Eg. Who is responsible for what and who would be the
replacement if XYZ happens, in what areas costs could be reduce
if needed, where more staff could be accessed from if more
resources needed to complete project
Did the trainee provide details of the project budget? Who
developed it and what this involved?
Did the trainee consult team members and take their views into
account?
Did the trainee gain necessary approvals to commence project?
Administer and monitor
projects
Did the trainee ensure team members were clear about their
roles/responsibilities?
Did the trainee support the team members to ensure quality of
expected outcomes and timelines were met?
Did the trainee establish and maintain record keeping systems
through the projects?
Eg. Emails, financial data re costs or income generated, progress
reports on the project
Did the trainee implement and monitor plans for managing the
projects’ finances, resources and quality? Resources include
human, technical and physical.
Did the trainee complete & forward project reports to
stakeholders as required?
Did the trainee undertake risk management as required to
ensure project outcomes are met?
BSBPMG522A Undertake Project Work
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
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Finalize projects
Did the trainee achieve the project’s deliverables?
S or US
Did the trainee complete financial records associated with the
project?
S or US
Were these checked for accuracy?
Did the trainee assign staff involved in project to new
roles/reassign staff where needed?
Did trainee complete all project documentation and obtain ‘sign
off’?
Review projects
Required Skills
Eg. From client/customer or from senior management team
member
Did trainee review project outcomes and processes against the
project scope & plan?
Did the trainee involve team members in the review of the
project?
S or US
S or US
S or US
Did the trainee have the ability/demonstrate skills in:
S or US






BSBPMG522A Undertake Project Work
S or US
Eg. Did co-workers provide feedback
Did the trainee document any lessons learnt about the project
and report these to the supervisor/delegating authority?

Required Knowledge
S or US
Communication with particular emphasis on being
culturally appropriate
Negotiation
Working in teams
Literacy
Planning
Organization
Numeracy
Did the trainee demonstrate knowledge to legislation eg. Antidiscrimination, ethics, privacy, WHS.
Did the trainee have knowledge of organizational structure, lines
of authority and communication within the organization?
Did the trainee understand how the project related to Thrifty’s
overall mission, goals & objectives?
S or US
S or US
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Critical Aspects
Did the trainee develop a project plan?
S or US
Did the trainee detail the monitoring arrangements and evaluate
the project to ensure timelines and budgets were met?
Did the trainee have knowledge of relevant legislation, in
relation to how it impacts upon Thrifty’s operations?
S or US
(Evidence equired)
S or US
Eg. WHS and how it impacts upon the project
QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
The trainee is competent in this unit.
Satisfactory
 Unsatisfactory 
Assessor: KAREN LAMKIN
Signature: .................................................Date: ..............................
BSBPMG522A Undertake Project Work
Satisfactory
 Unsatisfactory 
Thrifty Staff Member:
Signature: ..........................................Date: ..............................
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Assessment Method
Y/N
Performance Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge (RK)
Critical
Aspects (CA)
Dimensions of Competency
ALL
ALL
√
√
√
√
√
√
√
√
ALL
ALL
ALL
ALL
√
√
√
√
√
√
√
√
Job Role Environment
Skills
ALL
Contingency Planning
Skills
ALL
Task Management
Skills (Variables)
Task Skills
Technology
Learning
Self-Management
Planning & Organising
Initiative & Enterprise
Problem Solving
Y
Teamwork
Assessment 1
Communication
Mapping Matrix for BSBPMG522A Undertake Project Work
Employability Skills
Oral/Written Questions
Assessment 2
Documentation Evidence
Assessment 3
Y
Practical Observation by
Trainer & Third Party
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