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project

Project Management

Executives today are interested in developing a best practice around project management within their organizations. Some of this interest stems from the economy and the need to do more with less – reduced timelines to get a product/service to market to increase revenue, smaller budgets to get projects completed, and reduced project management staff due to layoffs and/or restructuring. However, exactly what a “best practice” means is different from organization to organization and in many situations, within the organization the definition of a “best practice” differs from department to department or business unit to business unit. Many organizations are unsure how to go about defining what a “best practice” means for their organization as a whole and how to effectively go about developing a best practice that works for their organization. This paper will focus on the importance of developing a project management mindset – and therefore a best practice – within an organization; including the steps necessary to take to reach the end goal and how to get buy-in from key players within the organization to ensure success.

Introduction

First, let’s define a “best practice.”

  • “A best practice is an optimal way currently recognized by industry to achieve a stated goal or objective.” (OPM3® Overview, PMI®, Page 9).
  • “A best practice is an idea that asserts that there is a technique, method or process – through research and application – that is more effective at delivering a particular outcome than any other technique, method or process.” (Wikipedia definition)

No best practice is best for every organization, and every situation will change as individuals find better ways to reach the end result. (Businessdictionary.com) Organizations define the term “best practice” differently. For some, best practice refers to a consistent way of doing something. For others, best practice is simply ensuring that everyone in the project management function uses the same templates and software. Most organizations have some best practice already in place; they just don’t know it because it was not developed by someone high up in the organization and rolled out through the organization. However, project managers have their way of doing things – even if those methods are not formal within the organization. This “way of doing things” can be considered a best practice.

When organizations look at developing a best practice around the project management function, they usually mean one or more of the following:

  • Standardized processes
  • Standardized tools and templates
  • Standardized software
  • Development of competencies
  • Assessment of skills
  • Development of a process for resource planning/allocation
  • Development of career paths
  • Development of strategic training/education programs
  • Formalized mentoring and coaching plans
  • Requirement and support for industry certification (CAPM®, PMP®, PgMP®)
  • Development and roll out of a PMO function

Organizations desire to establish best practices to meet many needs, including:

  • Effective management of project resources
  • Alignment of projects to the strategic goals of the organization
  • Improved tracking and reporting on projects’ status
  • Reduction in the time and money spent on ensuring projects are brought to a successful conclusion

The continued success of organizations in an ever-changing, competitive marketplace requires that they have formalized their project management function and find improved ways of accomplishing their strategic goals. With a best practice in place, organizations are better able to make decisions on the types of projects to undertake in any given time period.

A Five-Step Approach

The following five-step approach (Exhibit 1 below) is one way to move forward with developing a project management best practice within an organization:

 

Exhibit 1 – 5 Step Approach to Developing a Project Management Best Practice

Each of these steps will be discussed in further detail later in this paper to demonstrate one method of moving forward in developing a project management best practice within an organization. Throughout each of these steps the key is frequent communication.

But First…Get the Organization in the Loop

Prior to getting started, the organization needs to be prepared for the change that is about to occur. Most important is to communicate the value to the organization of establishing a project management best practice. The organization’s staff needs to understand the direction the organization is heading in and why. Why do standards need to be put in place? What are the benefits to the organization? What are the benefits to the project management function? Many individuals may believe that things are going just fine as is; nothing needs to change. Remember also that people are resistant to change. You need to develop a team of champions to help you roll out such an initiative. Buy-in is required from all levels of the organization, not just from the top. Get those individuals who are using standardized processes to help in promoting the benefits and value to the organization and individuals in establishing standards around the project management function.

There are multiple ways for educating the organization including: executive overviews (for the senior members of the organization); “lunch and learn” sessions, informal water cooler conversations to create a “buzz” in the office, individual and small group discussions, and through an internal newsletter or via an intranet site.

Develop Project Management Roles and Competencies

Consider what project management roles exist within your organization. Are the roles formal or informal? If no roles exist, what is needed, e.g., Project Lead, Project Manager, Project Scheduler, Team Lead. Is certification required? Make your decision on roles needed based on a number of factors, including: types of projects, strategic goals, current project management functions within the organization, skills and expertise needed on projects, competition’s organizational structure, and the long-term strategic goals of the organization.

You will need to develop the competencies specific to each role and assess against those competencies. Competencies should include both technical competencies (9 knowledge areas of the PMBOK®) and management/leadership competencies (team skills, negotiation skills, conflict management, communication). Remember that technical project management skills along is not sufficient for success in project management – management/leadership skills are needed given the high interaction the project management function has with internal and external clients.

For each skill identified for various roles, what level of competency is required? For example, let’s assume you have a Project Scheduler role within the organization. That role requires individuals to be experts in scheduling, use of Microsoft® Project, and resource allocation. However, they only need to have basic knowledge of how to create the Work Breakdown Structure as that job is the responsibility of a Team Lead role within the organization. The Team Lead role must be experts in creating Work Breakdown Structures. Using that example, you will want to assess the individuals against the required competencies. You may assess the Team Lead against his/her capabilities in using Microsoft® Project and scheduling techniques, but you would not expect or require the Team Leads to be experts in these areas. For all roles, it is likely that a high competence level is required in influencing and communication skills. You would want to assess individuals, regardless of their role, in how effectively they can influence and communicate with others.

Assess Staff Against Those Competencies

There are a variety of methods to assess skills and the choice of how to assess skills should be based on what works best for your particular organization and the purpose of the assessment. Think about the purpose of your assessment – is it to:

  • Determine strategic training needs
  • Determine project management roles within the organization
  • Determine skills to assign individuals to projects and project teams
  • Gain a clearer understanding of the skills of project management staff to fill in the gaps
  • To develop career paths for individuals in the project management function

There are many reasons to assess skills within the organization. Prior to assessing skills you need to have an understanding of why you are doing so. This is important so that you can effectively communicate why you are assessing, who is being assessed and what will be done with the results of the assessment.

Assessments can be in the form of subjective or objective assessments, group and one-on-one interviews, online surveys and through data gathered from internal resources such as human resources and individual business units. A combination of methods provides organizations with sufficient data to make strategic decisions around the project management function. It is recommended that you begin with a pilot group for the assessment to test the method being utilized and the usefulness of the data being returned. The ideal pilot group will be comprised of a number of individuals from across the project management function – from junior to more senior skilled individuals – with a variety of skills and competencies.

Once you have the pilot group assessed and results tabulated and analyzed, share the information with the individuals who were assessed and with key leaders within the organization. Do a post mortem with the individuals assessed – How did the process work from their perspective? How comfortable and confident were they about the assessment? How do they believe others in the organization will react to the assessment? What changes would they make? Based on what you have learned, make the changes necessary to roll out the assessment process organization-wide. If significant changes have been made, you may want to re-involve the pilot group in one more pilot of the assessment before roll-out.

Although this paper focuses on the individual, it is important to note that a full assessment would include project teams and the organization as a whole. When assessing project teams – look at the ability of the team to work effectively, the mix of skills on the team, the leadership of the team, and the team’s ability to achieve the desired results. (Frame, 1999, pp. 158-171) When assessing the organization, assess the support that the project management function receives – processes and procedures in place, access to necessary information, opportunities for training, clearly defined vision, open culture and institutionalization of project management throughout the organization. (Frame, 1999, pp. 182-183)

Develop Strategic Training and Mentoring Plans

Part of your goal should be to develop strategic training and mentoring plans for the project management function. Some training may be to meet short-term goals. For example, if you determine through the assessment that individuals are not highly skilled in identifying and planning for risk and that is a key component of managing projects at the organization, you want to ensure that there is a plan in place to improve those skills in as short a time frame as possible. This plan may include training focused specifically on project risk management, but may also include a mentoring component where individuals with stronger skills in risk management are paired with individuals who need to improve their skills in this particular area.

Some training may be to meet long-term goals and will likely be tied to career paths and formal mentoring and coaching programs. Such training programs should be focused on supporting and preparing for certification (CAPM®, PMP®, PgMP®) or credentials (such as Scheduling, Risk) and providing individuals with the skills needed to move into roles with more responsibility within the organization (such as from a Project Administrator role into a Project Scheduler role and, at some point, into a Project Manager or Program Manager role within the organization). Formal mentoring and coaching programs can be structured to ensure that individuals in the project management function get the support they need to continue to develop their skills and grow within the organization. Formal mentoring and coaching programs also provide senior level project/program managers with an opportunity to take on leadership roles in getting more junior members of the project management team up to speed and functioning effectively and successfully within the organization.

Regardless of the short- or long-term goals of the training, it is recommended that all training programs include an action planning component so that individuals have a plan to apply what they are learning back on the job with the support of their managers. Training itself will not improve the skills of individuals; the knowledge gained must be applied in practice if it is going to be effective. (Frame, 1999, pp. 62-63) Follow up training with a 3-month survey to determine how individuals are applying their newly learned skills and knowledge and what are the enablers and barriers to them continuing to apply those skills. Ask managers for their input on the training initiative – was it successful? What changes do they see in the project management staff? What else is needed?

Develop a Knowledge Base and Support Portal

A knowledge base/support portal can be a “one stop location” for all project-related information, along with providing those involved with projects a way to support each other. Any of the following could be part of the knowledge base/support portal:

  • Collaboration/information sharing forums
  • Best practices knowledge base
  • Resource library
  • Listing of all organizational project resources
  • Current project information
  • Past (lessons learned) project information
  • Strategic plan (future projects)
  • Access to tools, templates, job aids, project management software
  • Tracking of project status
  • Project schedules and budgets
  • Resource allocation
  • Just-in-time learning components(e.g., EVMS formulas)
  • Certification study group “meeting place”

This becomes a resource for the project management function to help each other by problem solving issues, sharing best practice, brainstorming, etc. Many organizations already have much of the information you would want in such a portal. All of that knowledge needs to be pulled together into one central location to better support the needs of the project management function. This can be the start of your PMO within the organization.

Continue to Monitor, Assess and Improve

Your work is not done yet! This is an ongoing process to ensure continuous improvement and keep the project management function growing and moving in the right direction. As with anything, changes will have to occur to meet the needs of the organization – changes to long-term strategy, mergers, new product lines, etc.

Key performance indicators (KPIs) should be determined. KPIs may include time to market, management of budgeted monies, percent of contracted resources used on projects, ROI of a strategic project, etc. Think where the project management function is today and where do you want it to be at some point in the future (6 months, 1 year, 3 years, etc.)? Determine your KPIs, set the baseline (where are you now?) and determine where you want the KPIs to be in the future. Map out a plan to reach your goal and re-assess against that baseline to determine progress. If you don’t see sufficient progress, determine the issue, problem-solve, and reset your strategy if necessary to get back on track.

For example, let’s assume that project resources are not well planned or allocated and frequently key projects have a higher percent of external contracted resources running them then internal resources. Currently, projects that are worth over $1 million have, on average, 65% contracted resources in key positions on the project. That is the baseline. The goal is to reduce the number of contracted resources to 50% within 6 months and then to 35% within 1 year, with a goal within 2 years of no more than 20% of contracted resources on projects worth over $1 million. A plan needs to be put in place to move from 65% to 50% in 6 months, 35% in 1 year and 20% within 2 years.

KPIs will differ from organization to organization and may even differ from business unit to business unit within the same organization. Think about what makes sense for your organization – where it is now and where it needs to go. KPIs should be evaluated regularly; possibly as part of a regular annual strategic planning session.

On an annual basis, the following should be done:

  • Re-assess project management skill sets: Have improvements in skills been realized based on training and mentoring/coaching plans? Are other skills required due to changes in the business?
  • Re-evaluate competencies for each project management role: Have needs changed due to changes in the business model or market strategy? Are other competencies required for various project management roles? Is there a new project management role within the organization? Has restructuring or layoffs affected the project management function thereby requiring additional skills for those remaining?
  • Re-evaluate training and mentoring programs: Are the current training and mentoring programs in place still successful? Do they need to be adjusted based on new requirements within the business? Are current mentors getting a bit worn down and should others be given the opportunity to mentor? Are there new processes or standards that require training? Do the training programs meet the needs of project management staff given the focus on new skills and knowledge to get the job done?
  • Re-evaluate project management processes and best practices: Do current processes need updating to meet new business needs? Best practices evolve – what are updated best practices? What are individuals/teams doing to make their job easier? What processes have individuals/teams been using that are not yet reflected organization-wide?
  • Re-evaluate your KPIs: How are you trending against your KPIs? Do KPIs need to be adjusted based on changes to the business? Do new KPIs need to be determined and a baseline set? Do changes need to be made to how KPIs are being tracked?

Summary

It is important to remember that it is highly likely that the organization has some standardized processes and best practices in place. Even if they are informal and not known widely throughout the organization you want to understand what processes exist, who “owns” them, do they truly represent a best practice and, if so, how they might be incorporated organization-wide. Communication and getting buy-in is essential for success in developing a project management best practice. Start slowly – testing the waters as you go. Expect that you will have to make adjustments in your plans for developing an organization-wide best practice. Use as much of the current informal processes in place as possible; especially if they are already working effectively and the project management staff is comfortable with them. And again, it can’t be emphasized enough – Communicate! Communicate! Communicate!

http://www.johannesburg.trainyoucan.co.za/training/?page_id=7648

 

Originally posted 2014-06-04 18:00:12. Republished by Blog Post Promoter

120372 Project Management

COURSE SUMMARY

  • Short name: Project Management Fundamentals
  • Full description: Explain fundamental of Project Management
  • Accredited: Yes, Public SETA NQF Accredited
  • SETA: Public Education & Training Authority (P Seta)  www.pseta.org.za
  • NQF: 4
  • Credits: 5
  • Duration: 2 days
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa.
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Location: Public courses in KZN Durban but we do from time to time schedule classes in Cape Town and Gauteng.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.
  • Also known/referred to as:
    • Project Manager Training
    • Project Team Member Training
    • Senior Manager Training
    • Event Management Training
    • General Management Training
    • Construction Management Training
    • Executive Management Training
    • Business Owners Training

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standard 113852  – click here to read more
  • People credited with this unit standard are able to:
    • Explaining the nature of a project.
    • Explaining the nature and application of project management.
    • Explaining the types of structures that are found in a project environment.
    • Explaining the application of organisation structures in a project environment.
    • Explaining the major processes and activities required to manage a project.
  • The person credited with this unit standard is able to begin operating in a project environment by understanding the terminology used and interpreting and explaining fundamental concepts of project management. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

Anyone involved in projects – whether as project manager, project team member, planner or senior manager – will benefit from this program. The skills and techniques taught on this program are relevant to all sectors of business and government including services, engineering, social development and information management.

  • Project Manager
  • Project Team Member
  • Senior Manager
  • Event Management
  • General Management
  • construction Management
  • Executive Management
  • Business Owners

ENROLLMENT REQUIREMENTS

  • Basic communication skills (English = reading and writing skills on a NQF level 4 or equal to Metric Level)
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

      • Administrative procedures and record keeping and policies.
      • Management review
      • Authorization of affiliates
      • Tutor selection, training and performance review
      • Issuance of training certificates
      • Learner Support
      • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

    1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
    2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

    • Is the course accredited and with what SETA?
    • What is the process and duration from start to completion?
    • Are there any additional fees for support to re-submission?
    • Entry Requirements? Do you charge for registration and why?
    • What discount can I get if I do more courses with your institute?
    • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

Explain fundamentals of project management
SAQA US ID UNIT STANDARD TITLE
120372 Explain fundamentals of project management
ORIGINATOR ORIGINATING PROVIDER
SGB Project Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Project Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 4 NQF Level 04 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

PURPOSE OF THE UNIT STANDARD
The person credited with this unit standard is able to begin operating in a project environment by understanding the terminology used and interpreting and explaining fundamental concepts of project management. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.

The qualifying learner is capable of:

  • Explaining the nature of a project.
  • Explaining the nature and application of project management.
  • Explaining the types of structures that are found in a project environment.
  • Explaining the application of organisation structures in a project environment.
  • Explaining the major processes and activities required to manage a project.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Learners accessing this qualification will have demonstrated competence in computer literacy, numeracy, literacy and communications at NQF level 4 or equivalent.

UNIT STANDARD RANGE

  • Project level will include but is not limited to working as a leader in the context of a small project/sub-project involving few resources and having a limited impact on stakeholders and the environment or working as a contributing team member on a medium to large project when not a leader.
  • Projects may include but are not limited to all projects including technical, developmental and business related projects.
  • Processes and sub-processes may include but are not limited to initiating, planning, controlling, execution, close out processes, budgeting, approval, implementation, monitoring, evaluation, elementary risk identification, analysis, quantification, time management, risk management, quality management, resources management, communication management, scope management, contract management and supplies management.
  • Life cycle phases may include but are not limited to concept, development, design, implementation, construction, close out, identification, formulation, financing and evaluation.
  • Basic terminology and definitions may include but is not limited to project management, project, sub-project, programme, phase, stage, life cycle, process, activities, tasks, milestones, close out, scope, risk, scheduling, timeline, planning, controlling, deliverables/product/service, hierarchy, breakdown structures, operational, stakeholders, budget, estimating, communications.
  • Roles may include but are not limited to Project Sponsor, Project Manager, Project Administrator, Project Engineer, Steering Committee, Team member.
  • Understanding and explanations will reflect the nature of project experience, the sector within the learner is operating and prior management experience.
  • International and local professional bodies linked to project management practice and standards will include but are not limited to Project Management Institute (PMI), Australian Institute of Project Management (AIPM), International Project Management Association (IPMA), and Association for Project Management (APM), Association for Construction Project Managers (ACPM), Cost Engineering Association of South Africa (CEASA) and Project Management South Africa (PMSA).
  • Recognised published standards may include but not limited to those published by APM, PMI, IPMA, Global Performance Standards for Project Management Personnel, American National Standard Institute, International Standards Organisation, British Standard and South African National Standards.
  • Policies and procedures may be organisation specified systems, policies and procedures or where these do not exist, accepted industry best practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Explain the nature of a project.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The characteristics of a project are explained with examples.

ASSESSMENT CRITERION 2
Differences between project and non-project work are explained with examples of each.

ASSESSMENT CRITERION 3
A basic project life cycle is explained with examples of possible phases.

ASSESSMENT CRITERION 4
The reasons for undertaking projects are explained with practical examples.

ASSESSMENT CRITERION 5
A range of types of projects and their complexity are explained in simple terms.
ASSESSMENT CRITERION RANGE
Type of project may include but is not limited to simple, complex, closed to open, “fog, quest, movie or paint by number”, technical, business, community based, development, research and development of new products.

SPECIFIC OUTCOME 2
Explain the nature and application of project management.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Project management is defined and its application is explained according to recognised published standards.

ASSESSMENT CRITERION 2
The major project management processes are described and explained according to recognised best practice.

ASSESSMENT CRITERION 3
The differences between project management and general management are explained with examples of each.

ASSESSMENT CRITERION 4
The difference between project management processes and technical (end product related) processes is explained with examples of each.
ASSESSMENT CRITERION RANGE
Project management processes are those associated with the management of a project and technical processes are those required to produce the required deliverables to satisfy the objectives of the project.

ASSESSMENT CRITERION 5
The difference between a project team member and the project manager is explained in accordance with role descriptions.

SPECIFIC OUTCOME 3
Explain the types of structures that are found in a project environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The reasons for defining structures for a project is explained with examples.
ASSESSMENT CRITERION RANGE
Structures may include but are not limited to; programme to sub project hierarchy; organisation structures; product /work/cost/organisation breakdowns note – structure is a set of interconnecting parts of any complex thing, a framework.

ASSESSMENT CRITERION 2
The concept of programme and project hierarchies is explained with an example.
ASSESSMENT CRITERION RANGE
Programmes include related projects, which may be broken down into sub projects, phases or other components/units.

ASSESSMENT CRITERION 3
The purpose of decomposing a project into manageable components or parts is explained with practical examples.
ASSESSMENT CRITERION RANGE
Decomposing a project is breaking it down from top to lower levels, similar to a functional decomposition.

ASSESSMENT CRITERION 4
The concepts of breakdown structures for product, work and cost are explained in simple terms.
ASSESSMENT CRITERION RANGE
Product may include products, services or results. The term deliverable is associated with Product, a common interpretation is that deliverables are produced as the project progresses resulting in an end product.

SPECIFIC OUTCOME 4
Explain the application of organisation structures in a project environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The basic differences between a matrix and functional organisation structure are explained with examples of each.
ASSESSMENT CRITERION RANGE
Limited to organisational matrix and functional structures not extended to their impact on a project.

ASSESSMENT CRITERION 2
The project organisation structure is described and explained in a written format.
ASSESSMENT CRITERION RANGE
Organisation structure includes project roles and reporting such as team leader to project manager to project sponsor. Organisation structure includes identifying but not detailing description of roles, responsibilities and reporting lines, progress and communication reporting, authority hierarchy, decision-making accountability.
Reporting lines, authority levels, single point of responsibility/accountability.

ASSESSMENT CRITERION 3
The purpose and key responsibilities of two roles on a project are described in a written format.

ASSESSMENT CRITERION 4
Stakeholders are explained with examples of at least six different stakeholders.

SPECIFIC OUTCOME 5
Explain the major processes and activities required to manage a project.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Key processes and activities that take place to manage a project are described from beginning to end.
ASSESSMENT CRITERION RANGE
The processes and activities may include but are not limited to start up, initiation, planning, controlling, monitoring, execution, implementing, closing, evaluating.

ASSESSMENT CRITERION 2
The supplementary management sub-processes and activities required to support the key processes and activities are briefly described with examples of each.
ASSESSMENT CRITERION RANGE
Supplementary sub-processes and activities includes but are not limited to scope, risk, quality, communications, schedule, cost, change control, resource, stakeholder and procurement management.

ASSESSMENT CRITERION 3
The reasons for planning and controlling a project are explained with examples of the consequences of not planning and controlling.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

  • Basic terminology and definitions of project management including: project management, project, programme, phase, stage, life cycle, product, deliverable, milestone, activities, tasks, close out, scope, risk, scheduling.
  • The concept and role of product, project and operations life cycles.
  • The Life cycle approach in the structuring of projects.
  • Simple project life cycles.
  • How to decompose a project into manageable components or parts.
  • The elements of a project: uniqueness, constraints of time and resources, specified deliverables.
  • Alternative organisation structures and their implications, for example functional versus matrix.
  • How various role-players are involved over the project and product life cycle.
  • Key project management activities.
  • The relationship between processes, sub-processes and core knowledge areas.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively to gain the required understanding of the fundamentals of project management.

UNIT STANDARD CCFO COLLECTING
Collect, organise, and critically evaluate information pertaining to the fundamentals of project management and recognised best practices.

UNIT STANDARD CCFO SCIENCE
Use of science and technology in representing and communicating the fundamentals of project management.