Assessment 1 (Written Assessment)

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 BSB50820 Diploma of project management
Assessment Type Assessment -01 ( Written Assessment) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPMG532 Manage project quality
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:
..................................................................................................................................................................................................
..................................................................................................................................................................................................
...............................................................................................................................................................................................
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: ________________________________________
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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 NYC.
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Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the
student with a disability to participate in education on the same basis as a student without a
disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to
ensure the explanation and correct strategy have been recorded and implemented 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.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(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 applicable) whether
Speaking  Reading language, literacy and numeracy are likely to impact on the
Background  Writing assessment process
 Cultural  Use methods that do not require a higher level of language or
background literacy than is required to perform the job role
 Confidence  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
 Ensure that the time available to complete the assessment, while
meeting enterprise requirements, takes account of the student’s
needs
 Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical application
 Flexibility through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field after
assessment demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment takes
skills 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
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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 experience
background  Writing  Ensure learning and assessment methods meet the student’s
 Numeracy individual need
 Limited 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 agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible format, e.g.
skills and/or learning a textbook in braille
strategies  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
Explanation of reasonable adjustments strategy used (If required)
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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.
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, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass
them off as your own by failing to give appropriate acknowledgement. This includes material sourced
from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author
or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
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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 you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism
and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead
to disciplinary action.
Special Required Software and Hardware to complete the Assessments:

 Computer With Internet Connection
 Microsoft Office Suite
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 should
reference 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
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Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this
assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to
complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your
understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under
the ‘Comments’ section.
This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to
undertaking this assessment.
Checklist Comments
Y☒ ☐N I, the student, understand the purpose of the assessment.
I understand when and where the assessment will occur, who will assess
Y☒ ☐N me, how and in what format the assessment will be submitted.
Y☒ ☐N I understand the methods of assessment.
I understand what resources are required to successfully complete this

Y☒ ☐N assessment.
Y☒ ☐N I understand the performance level required for each assessment event.
I understand that it must be my own work. I have been explained and

Y☒ ☐N understood the serious consequences in case this work is found
plagiarised.
Y☒ ☐N I understand the process if I am deemed not yet competent.
Y☒ ☐N I understand the feedback process and the appeals process.
The assessor has discussed with me if I have any special needs and if so
Y☒ ☐N what arrangements have been put in place.
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Assessment Task 1: Written Questions
Task summary
This is an open book test, to be completed in the classroom.
A time limit of 1 hour to answer the questions is provided.
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.
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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.
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.
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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.
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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
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.
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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
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.
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Assessment Task 1 Instructions
Provide answers to all of the questions

below:
1. Explain the Total Quality Management theory.

Total Quality Management (TQM) is a management paradigm based on the notion that an organization's
long-term success can be achieved by having all of its members, from entry-level employees to top
executives, focus on increasing quality and, as a result, delivering customer satisfaction. TQM mandates
that businesses focus on kaizen, or continual improvement. Rather of focusing short-term cash
advantages, it focuses on long-term process improvements.
TQM outlines a set of steps that businesses may take to achieve this, with the route to successful
continuous improvement based on the use of strategy, data, and effective communication to embed
quality into the culture and operations of the company.
TQM focuses on the processes that businesses use to create their products, and it encourages them to
describe those processes, monitor and analyze their performance on a continuous basis, and utilize that
data to drive changes. Furthermore, all workers, as well as all organizational departments, are expected
to participate in this process.
2. Explain the ISO:9001:2008 Standards and why an organisation may choose to adopt these
standards.
ISO 9001:2008 is an ISO (International Organization for Standardization) quality management system
standard that was originally published in 1987. Companies who manufacture or provide services can
utilize this standard. This standard ensures that all parties engaged in certified enterprises receive a high
level of service. ISO 9001:2008 establishes the specifications for a quality management system that
proves a company's ability to consistently provide goods that fulfill customer, statutory, and regulatory
requirements. The requirements of ISO 9001 are fully generic, and they are intended to apply to any firm,
regardless of kind, size, or product produced.
Some of the reasons why an organization would choose these criteria are as follows:
• They bring together a number of organizational policies to provide a process-based approach to project
execution.
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• Your company's ISO 9001 accreditation ensures that it follows industry best practices.
• Your employment is more productive and efficient, allowing your business to always be one step ahead
of the competition.
3. Describe the Six Sigma methodology and its relationship to quality assurance.
Six Sigma is a statistical and data-driven approach that examines and eliminates minor errors or flaws. It
focuses on improving cycle times while lowering manufacturing fault rates to no more than 3.4 per
million units or events. Six Sigma is a methodology that gives businesses the tools they need to optimize
their business operations. This improvement in performance and reduction in process variance helps to
reduce defects and boost earnings, staff morale, and product or service quality.
4. Describe the cost benefit analysis and its role in quality assurance.
A cost-benefit analysis (CBA) is a method of calculating the benefits of a choice or action minus the costs
of that decision or action. As a consequence of the decision to execute a project, a CBA incorporates
measurable financial measures such as revenue produced or expenses avoided. There are two primary
uses for CBA:... To establish whether or not an investment (or decision) is solid, determine whether or
not the benefits outweigh the expenses, and by how much. To offer a foundation for evaluating
investments (or decisions) by weighing the entire projected cost of each option against the total expected
benefits of each alternative.
In terms of quality assurance, this technique helps the project manager to weigh the benefits
of the quality efforts versus the costs to determine the appropriate quality level and
requirements for the project.
5. Describe the use of cause and effect diagrams for quality control.
A cause-and-effect diagram is a visual tool for logically organizing probable reasons for a given issue or
consequence by visually portraying them in increasing depth, implying causal links between ideas. A
fishbone diagram, often known as an Ishikawa diagram, is a common kind. A tree diagram may also be
used to depict cause-and-effect relationships. A cause-effect diagram aids in the organization and
presentation of numerous views concerning fundamental causes when identifying the source of a
problem.
The main benefit of this approach is that it concentrates the attention of all those concerned in a
controlled, systematic manner on the specific topic at hand. It promotes creative thinking while keeping
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the team on track in a systematic manner. At get to the fundamental reasons, apply the 5 Whys to the
brainstormed possibilities. The graphic depiction of this tool's second important strength enables for the
display of exceedingly complicated scenarios with obvious links between pieces. When a problem is
caused by several causes with complicated relationships, the cause-effect diagram is a useful tool for
recording and organizing them all.
6. Describe the purpose of a Quality Management Plan and how it is used as a project tool.
The QMP's goal is to spell out how important it is to ensure all through the lifecycle of the project.
Planning for quality management includes project-specific quality standards and procedures for both
project outputs and project processes, as well as who is responsible for what and how adherence is
recorded. Planning for quality management includes endeavor quality guidelines and rules for both
project outputs and project processes, as well as who is responsible for what and how compliance is
recorded. It defines the project's quality norms, procedures, criteria, and fields of application, as well as
roles, responsibilities, and control.
QMP may be utilized as a project management software since the project management process
comprises not only the general planning of the life cycle of the project, but also the usage of appropriate
and high-quality resources to ensure that everything runs smoothly and according to plan.
7. Outline the key role and at least four responsibilities of a project manager in relation to quality.
The project manager is responsible for developing the quality management process
and for ensuring that all the goods and services are delivered as they were designed.
Some of the responsibilities are enlisted below:
 Executing all other products and goods entering the office for ensuring as
demanded delivery.
 Making sure to order good quality products
 Make sure to look after things with perpetual existence
8. Explain the use of the Plan Do Check Act cycle as a continuous improvement method and
each of the steps.
The PDCA/PDSA cycle (planning, doing, checking, and acting) is a perpetual loop of organising,
conducting, checking (or studying), and acting. It takes an approach to drawback and management
practices that is both basic and practical. The approach may be used to test improvement projects on a
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modest scale before updating procedures and working habits. It is a collection of techniques for obtaining
and learning relevant information in order to improve a product or process over time.
It is a continuous improvement method as:
 It provides a simple and structured approach for solving quality-related problems.

Multiple iterations of the PDCA cycle may be necessary to solve the problem
permanently and reach the ultimate goal state.
 The PDCA cycle is particularly effective when intending to make minor changes to
a process and when the solution to the problem is known.
 It allows to verify the feasibility of a proposed idea whether it is an incremental or
a breakthrough improvement. Repeating the PDCA cycle frequently will help
implementing Kaizen and other continuous improvement initiatives.
9. Explain the concept of benchmarking as a continuous improvement tool.

Benchmarking is a technique for drawing attention from outside sources to internal activities, processes,
or operations in order to improve them over time. It's the technique of benchmarking a company's
processes or products against the best in the world, including those from other industries. Rather than
preserving the status quo, this notion emphasizes the importance of progress. It focuses on locating the
best companies all across the world. Benchmarking assists companies in finding the areas where their
quality and that of the sector differ the greatest. It compares and assesses performance in order to
achieve continued progress.
10. Explain two benefits of brainstorming as a continuous improvement tool.

It gives you a variety of (often disparate) viewpoints to choose from.
We can't always go it alone, no matter how hard we try. This isn't a declaration of incapacity. Actually, it's
more of an admission that certain situations require more than one solution. And it's not just any group
that's being hosted. Make a decision in favor of variety. Participants should come from a variety of
departments and have a variety of backgrounds, ages, and life experiences. This will bring new, varied,
and unexpected ideas to the table.
It helps to prevent biases toward one point of view over another.
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It is possible that solving difficulties on one's own is more efficient. Coming up with ideas on your own, on
the other hand, lacks a counterweight to your own views, attitudes, and preconceptions. By bringing in
people who see the world (and your company's business problems) from a new perspective, you increase
your chances of coming up with a solution you couldn't think of or develop on your own. When the right
individuals are involved, partiality is also kept under check.
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Assessment 1 (Written Assessment)

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Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Assessment Type Assessment -01 ( Written Assessment) Time allowed

Due Date Location AHIC Term / Year

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

Signature: _______________________________ Signature: ________________________________________

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Instructions to the Candidates

AHIC Date Version

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy

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student who cannot write

Explanation of reasonable adjustments strategy used (If required)

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What if you disagree on the assessment outcome?

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Special Required Software and Hardware to complete the Assessments:

Assessment Formatting and Answer length Guidance:

AHIC Date Version

Y☒ ☐N I, the student, understand the purpose of the assessment.

Y☒ ☐N I understand the methods of assessment.

I understand what resources are required to successfully complete this

Y☒ ☐N I understand the performance level required for each assessment event.

I understand that it must be my own work. I have been explained and

Y☒ ☐N I understand the process if I am deemed not yet competent.

Y☒ ☐N I understand the feedback process and the appeals process.

AHIC Date Version

Assessment Task 1: Written Questions

A time limit of 1 hour to answer the questions is provided.

You need to answer all of the written questions correctly.

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Written answer question guidance

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Assessment Task 1 Instructions

Provide answers to all of the questions

1. Explain the Total Quality Management theory.

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It is a continuous improvement method as:

 It provides a simple and structured approach for solving quality-related problems.

9. Explain the concept of benchmarking as a continuous improvement tool.

10. Explain two benefits of brainstorming as a continuous improvement tool.

It helps to prevent biases toward one point of view over another.

AHIC Date Version

AHIC Date Version

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