Assessment 1 - BSBPMG517 - Latest Completed

Australian Harbour International College
RTO ID: 41338 CRICOS Provider Code: 03449J

ABN: 74 603 036 102
T: 02 9268 0085
E: admissions@ahic.edu.au
W: www.ahic.edu.au
A: Level 4, 114-120 Castlereagh Street
Sydney NSW 2000 Australia
Assessment Details
Qualification Code/Title BSB51415 Diploma of Project Management
Assessment Type Assessment -01(Written Questions) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPMG517 Manage Project Risk
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is Signature: ____________________________

my own, and has not been copied or plagiarised from any Date: _____/______/__________
person or source.
Assessor Details
Assessor’s Name
RESULTS (Please
SATISFACTORY NOT SATISFACTORY
Circle)
Feedback to student:
Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
Version V2.0/ October Page 1 of 17

BSBPMG517 Manage Project Risk
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Student Declaration: I declare that I have been Assessor Declaration: I declare that I have conducted a fair,
assessed in this unit, and I have been advised of my valid, reliable and flexible assessment with this student, and I
result. I am also aware of my appeal rights. have provided appropriate feedback.
Signature Signature
Date
Date

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Instructions to the Candidates
 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge.
You will be entitled to one (1) resubmit in showing your competence with this unit.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please
inform the assessor immediately.
 Please read the Tasks carefully then complete all Tasks.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment
along with a satisfactory result for another Assessment.
 This is an Open book assessment which you will do in your own time but complete in the time designated by
your assessor. Remember, that it must be your own work and if you use other sources then you must
reference these appropriately.
 Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit
Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the
Internet and word-processing system such as MS Word.
 Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be
12 and line spacing has to be Single line.
 Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
 Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark
of Zero.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible
about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps
to enable the student with a disability to participate in education on the same basis as
a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment
Strategies Matrix” to ensure the explanation and correct strategy have been recorded
and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance
department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Reasonable Adjustment Strategy
Issue (select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-English-  Speaking  Discuss with the student and supervisor (if
Speaking  Reading applicable) whether language, literacy and numeracy
Backgroun  Writing are likely to impact on the assessment process
d Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the
 Confidence job role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead
of, or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Ensure that the time available to complete the

assessment, while meeting enterprise requirements,
takes account of the student’s needs
 Indigenous  Knowledge  Culturally appropriate training
and Explore understanding of concepts and practical
understandin application through oral assessment
g Flexible delivery
 Flexibility Using group rather than individual assessments
 Services Assessment through completion of practical tasks in the
 field after demonstration of skills and knowledge.
Inappropriate
training and
assessment
 Age   Make sure font size is not too small
Educational Trainer/Assessor should refer to the
background student’s experience
 Limited Ensure that the time available to complete the
study skills assessment takes account of the student’s needs
Provision of information or course materials in accessible
format.
Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an
assessment task
Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning
backgroun  Writing experience
d  Numeracy Ensure learning and assessment methods meet the
 Limited student’s individual need
study skills
and/or
learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
 Numeracy agreed to
 Limited  Appropriately structure the assessment
study skillsProvide information or course materials in accessible
and/or format, e.g. a textbook in braille
learning Changes in teaching practices, e.g. wearing an FM
strategies microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal
should only be made if you have been assessed as ‘Not Yet Competent’ against a
specific unit and you feel you have sufficient grounds to believe that you are entitled
to be assessed as competent. You must be able to adequately demonstrate that you
have the skills and experience to be able to meet the requirements of units you are
appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You
can request a form to make an appeal and submit it to your trainer, the course
coordinator, or the administration officer. The AHIC will examine the appeal and you
will be advised of the outcome within 14 days. Any additional information you wish to
provide may be attached to the appeal form.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge
and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of
expressing them and to pass them off as your own by failing to give appropriate
acknowledgement. This includes material sourced from the Internet, RTO staff, other
students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others
arebeing used, which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as yourown work
 Using phrases and passages verbatim without quotation marks or referencing the
author or web page
 Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or
practical) with other people. This occurs when a student presents group work as their
own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external
to the RTO. This applies to work assessed by any educational and training body in
Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
• Write or edit work for another student

• Offer to complete work or seek payment for completing academic work for other
students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism,
collusion and academic misconduct in group work please refer to the RTO’s policy
on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against
students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’
academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:
 Font must be Times New Roman, Font size need to be 12 and line spacing has to be
Single line.
 Your assessment needs to be submitted as an electronic copy unless requested
differently by your assessor.
 The Assessment file name for electronic copy should follow :
Student Id_Assessment_No( Example AHI000014_Assessment 1
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You
shouldreference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 1: Written Questions
Task summary
 This is an open book test.
 Students need to answer all of the written questions correctly.
 Answers must be word processed
Required
 Access to textbooks/other learning materials
 Computer and Microsoft Office
 Access to the internet
Timing
Your assessor will advise you of the due date of this assessment.
Submit
 Answers to all questions
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having
completed the task satisfactorily.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will
indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and
provide you written feedback along with guidance on what you must undertake to
demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later
time and date.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
You have the right to appeal the outcome of assessment decisions if you feel that you have
been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not
understand any part of this task or if you have any learning issues or needs that may hinder
you when attempting any part of the assessment.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or
“explain”, which tell you how you should answer the question. Use the definitions below to
assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail,
and identify important points and key features. Generally, you are expected to write a
response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how
two or more things are similar, ensuring that you also indicate the relevance of the
consequences. Generally, you are expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two
or more things are different, ensuring you indicate the relevance or the consequences.
Generally, you are expected to write a response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out
important issues or features and express some form of critical judgement. Generally, you are
expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most
noticeable qualities or features. Generally, you are expected to write a response two or three
sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting
forward arguments for and against something. Generally, you are expected to write a
response one or two paragraphs long.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Examine – when a question asks you to examine something, this is similar to “analyse”,
where you should provide a detailed response with key points and features and provide
critical analysis. Generally, you are expected to write a response one or two paragraphs
long.
Explain – when a question asks you to explain something, you should make clear how or
why something happened or the way it is. Generally, you are expected to write a response
two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to
briefly describe the required information. Generally, you are expected to write a response
two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly
state information in a list format.
Outline – when a question asks you to outline something, this means giving only the main
points, Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”)
only giving the main points. Generally, you are expected to write a response a few
sentences long.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 1 Instructions
Provide answers to all of the questions below:
1. Identify at least two project risks for each of the following risk categories:
Answer.
a. Scope risk
(i) The requirement may not be properly analyzed or understood
(ii) Scope changes may not be processed through the change control process
b. Scheduling risk
(i) Fast-tracking
(ii) Making sequence mistakes
c. Resource risk
(i) money risk
(ii) Outsourcing risk
d. Technology risk
(i) Audit risk
(ii) Change control risk
2. Outline three examples of tools or techniques that could be used to identify risks
as part of a risk assessment process.
Answer.
There are many risks identify tools or techniques, some of them are mention below.
(i) Documentation reviews
(ii) Information gathering techniques
(iii) SWOT analysis
3. Outline three sources of information that can be used to gather information on

potential risks within the workplace.
Answer.
Here are the three sources of information that can be used to gather information on potential
risks within the workplace.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
(i) Interviewing
(ii) Historical records
(iii) Expert judgment
4. Explain each of the key components of a risk management plan.

Answer.
There are 3 key components of a risk management plan. Those are mention below.
(i) Risk identification
Risk identification is one of the components of risk management. Every management
should identify the possible risk of their project and find out the possible solution
as well.
(ii) Risk measurement and assessment
After identification of the risk management should measure the level of impact that
could be in the project because of those identified risks.
(iii) Risk communication
These components of risk management help to exchange information and opinions
about the risk analysis process and find a way of controlling risks.
5. Summarise the purpose of Australia/New Zealand Standard for Risk

Management (AS/NZS ISO 31000:2009) and identify the key principles
underlying this risk management standard.
Answer.
The purpose of the Australia/New Zealand standard for risk management is to find out the
good outcomes of the project by controlling or managing the risk of the project. The
main purpose is to minimize workplace hazards and project risks. The key principles
underlying this risk management standard are mention below.
(i) Create and protect the value
(ii) Be part of decision making
(iii) Be an integral part of each organizational process
(iv) Be tailored.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
6. Describe the characteristics, techniques, and appropriate applications of both

quantitative and qualitative risk analysis.
Answer.
Quantitative risk analysis Qualitative risk analysis
Characteristics It is used to further analyze it used to quantify the risk
the highest priority associated with a
risk during which a particular hazard
numerical or
quantitative rating is
assigned in order to
probabilistic analysis
of the project
Techniques its used numerical or it used an open-ended
quantitative questionnaire and
technique to rating survey
the hazard
Appropriate applications It is based on a numerical it is based on non-
or quantitative quantifiable measures
process. and ranking.
7. Outline the key steps involved in a risk management process.

Answer.
Here are the key steps involved in a risk management process.
 Step1: Identify the risk
 Step2: Analyze the risk
 Step3: Evaluate the risk
 Step4: Treat the risk
 Step5: Review the risk
8. Explain five options for controlling risk.

Answer.
To achieve an organization's goal and provide a good working environment every
organization needs to control or eliminate the risk. There are many measures to co
controlling risk. The five options for controlling risk are mention below.
(i) Eliminate the hazard

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
(ii) Isolate the hazard

(iii) Use engineering control
(iv) Use personal protective equipment
(v) Use administrative control
Above mention, options are used for controlling risk. Eliminate hazards, isolate hazards could
be effective for controlling the risk. while working every employee should use the PPE
for their safety which helps to minimize the risk.
9. Define Project Risk management and describe its importance in managing the project.
Answer.
Project risk management refers to the process of identifying, evaluating, ranking, and reviewing the
risk of the project that may have a potential impact on the outcomes of the project. Project risk
management is necessary to determine the project outcomes. Without risk control or
management, no project gives you effective outcomes. Some important in managing the
project are mention below.
(i) Execution of plan
(ii) Safety
(iii) Archive the project goals
(iv) Information security

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 1 Checklist
Student’s name:
Completed
Did the student provide a sufficient
successfully Comments
and clear answer that addresses the
suggested answer for the following? Yes No
Question 1 a
Question 1 b
Question 1 c
Question 1 d
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Task Outcome: Satisfactory  Not Satisfactory 
Assessor signature
Assessor name
Date

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
The End


Assessment 1 - BSBPMG517 - Latest Completed

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment 1 - BSBPMG517 - Latest Completed

Uploaded by

Copyright:

Available Formats

Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Student Declaration: I declare that the work submitted is Signature: ____________________________

Version V2.0/ October Page 1 of 17

Version V2.0/ October Page 2 of 17

Instructions to the Candidates

Version V2.0/ October Page 3 of 17

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Version V2.0/ October Page 4 of 17

Ensure that the time available to complete the

Version V2.0/ October Page 5 of 17

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome?

Version V2.0/ October Page 6 of 17

Version V2.0/ October Page 7 of 17

• Write or edit work for another student

Assessment Formatting and Answer length Guidance:

Student Id_Assessment_No( Example AHI000014_Assessment 1

Version V2.0/ October Page 8 of 17

Assessment Task 1: Written Questions

Version V2.0/ October Page 9 of 17

Written answer question guidance

Version V2.0/ October Page 10 of 17

Version V2.0/ October Page 11 of 17

Assessment Task 1 Instructions

Provide answers to all of the questions below:

3. Outline three sources of information that can be used to gather information on

Version V2.0/ October Page 12 of 17

4. Explain each of the key components of a risk management plan.

5. Summarise the purpose of Australia/New Zealand Standard for Risk

Version V2.0/ October Page 13 of 17

6. Describe the characteristics, techniques, and appropriate applications of both

7. Outline the key steps involved in a risk management process.

8. Explain five options for controlling risk.

Version V2.0/ October Page 14 of 17

(ii) Isolate the hazard

Version V2.0/ October Page 15 of 17

Assessment Task 1 Checklist

Task Outcome: Satisfactory  Not Satisfactory 

Version V2.0/ October Page 16 of 17

Version V2.0/ October Page 17 of 17

You might also like