BSBPMG535

Manage project information

and communication
Learner Workbook
 Page |1

Table of Contents
Table of Contents...........................................................................................................................1
Instructions to Learner...................................................................................................................2
Assessment instructions................................................................................................................2
Assessment requirements.............................................................................................................5
Candidate Details...........................................................................................................................6
Assessment – BSBPMG535: Manage project information and communication............................6
Observation/Demonstration..........................................................................................................7
Activities........................................................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................9
Activity 1C....................................................................................................................................10
Activity 2A....................................................................................................................................11
Activity 2B....................................................................................................................................12
Activity 2C....................................................................................................................................13
Activity 2D...................................................................................................................................14
Activity 3A....................................................................................................................................15
Activity 3B....................................................................................................................................16
Activity 3C....................................................................................................................................17
Summative Assessments..............................................................................................................18
Section A: Skills Activity...............................................................................................................19
Section B: Knowledge Activity (Q & A).........................................................................................21
Section C: Performance Activity...................................................................................................22
Case Studies.....................................................................................................................................24
Case Study A – The Wellbeing Group...........................................................................................24
Case Study B – Communication issues resolution........................................................................25
Case Study C – End of project......................................................................................................26
Workplace Documentation – for learner.......................................................................................27
Workplace documents checklist..................................................................................................27
 Page |2

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
 Page |3

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
 Page |4

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
 Page |5

Assessment requirements
Assessment can either be:
 Direct observation

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative)
in this workbook and have them deemed satisfactory by the assessor. If you do not answer some
questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once you
have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
 Page |6

Candidate Details
Assessment – BSBPMG535: Manage project information and communication
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBPMG535: Manage project information and communication.

Name: _________SHABEENA LAYEEQ KHAN____________________

Address: _______6/104 CROYDON ST, LAKEMBA, 2195, SYDNEY, NSW_______

Email: ____shabz1995.sk@gmail.com___________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________
 Page |7

Observation/Demonstration
Throughout this unit, you may be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor
Workbook, but the assessor only needs to record evidence in this document if they deem it
necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
 Page |8

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Activity 1A
Estimated Time 40 minutes
Objective To provide you with an opportunity to identify and analyse information
requirements of the project.
Activity This activity does not require observation.

Refer to Case Study A – The Wellbeing Group

Using the Case Study, summarise the information analysis requirements of the
website project using the three elements below:

 Filter
 Validate
 Disseminate.

In your summary, explain how each of these elements helps to analyse

information requirements of the project.

(Summarise in 300 words max.)

You can quickly traverse your project control software to find what you're looking
for by using the filter and search functions. The clear-out and search options let
you get the right data right away without having to wade through extensive
hierarchies, drop-down menus, and task files, whether you're looking for a project
folder, a custom section in a file, or a few distinct bits of information. Even with
excellent assignment hierarchies and folder structures, it could still take some
time to find what you're looking for if you have to wade through the entire list of
options. Filters and search functions in task management software enable you to
quickly eliminate undesirable possibilities and zero in on precisely what you need.
It's critical for a difficult manager to weed out irrelevant data and communicate
the most important information to project stakeholders. It only takes a few
minutes with filters and seeks to find the precise work perspective you need.

Validating the requirements enables you to look for problems with the
requirements that have been established through earlier requirements
engineering processes. Typically, the validation is utilized to identify any errors
that may have occurred during the initial stages of the improvement cycle. These
mistakes could cause the job to develop excessively if they are not caught in time.
By minimizing any flaws in the requirements, validation ensures the information's
accuracy and clarity. Without verification, there may be an elevated risk of
erroneous facts, which could result in unreliable results. Additionally, reducing the
protection charge is the main advantage of validating the requirements. A solid
foundation ensures a strong project shape and lower chances of failure and
rejection.
 Page |9

Dissemination is a strategy for producing project outcomes and deliverables that

stakeholders and a larger audience may benefit from. The success of the task and
the long-term viability of the products depend on take-up and dissemination,
respectively. A crucial component of any research effort should be the
dissemination and sharing of findings. Both contribute to raising research output
visibility, public interest in technological advancement and innovation, and public
trust in academia. Effective communication and distribution are essential to
ensuring that the conducted study has a social, political, or economically
advantageous impact.

Activity 1B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to develop a communication management
plan according to project objectives.
Activity This activity does not require observation.

Identify the principal components of a communication management plan, giving

brief examples of each, either using a project you are or have been involved in
or imagined examples.

(300 words max.)

 P a g e | 10

1. Sender: A sender, a receiver, and a message are a conversation's three

basic building blocks. Never be in any confusion as to who to speak with
regarding any specific stakeholder during any activity. Human nature
dictates that bad news will spread if no one is specifically excluded from
it, which can be fatal to projects. Different people may be the points of
contact for various task stakeholders, but someone needs to be chosen
for each topic of conversation.

2. Receiver: Every communication must be addressed to a specific person. In

a "push" verbal engagement, it should be made clear to whom the
information is intended. To make sure that the information has been
processed, it is frequently considerably more important to demand a
response.

3. Content: The message is contained in the spoken exchange. It is the

conversation's main topic of discussion. It must always be expressed in
easily understandable language and manner. Editing is required, and any
relevant evidence must be examined. Requirements for evaluation and
approval must be stated.

4. Stakeholder communication requirements: Because each project

stakeholder has different communication needs and requirements, they
each demand a different approach to the interaction. Project
management is built on a foundation created by the conversational
requirements. That is, mission communications are checked to ensure
they have been transmitted in accordance with the plan at routine
assignment control points

5. Confidential information: While not every task now involves the sharing
of confidential information, I'd venture to guess that very few tasks do
not involve some form of information manipulation, such as altering trade
secrets, employee salaries, information covered by the Freedom of
Information Act and privacy laws, as well as the challenge budget. In the
creative sector, the information underpinning each project's budget is a
company secret that is scrupulously guarded against competitors.
 P a g e | 11

Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to establish a designated project-
management information system.
Activity This activity does not require observation.

Explain how each of the following factors would be relevant when establishing a
project management information system:

 Scheduling and planning

 Resource management
 Budget
 Reporting
 Integration (e.g., with other systems).

(100 words max.)

Experienced project managers are better able to accurately specify the

commitments, time, and resources needed to complete a work. When you
practice resource management effectively, you may help your company minimize
costs, increase efficiencies, and boost productivity. Additionally, it may lower the
likelihood of spotting capacity aid conflicts early on for better responsive
mitigation, usually through reprioritizing tasks or resources. First off, the task
budget enables the project manager to estimate how much the work will
probably cost. Because it defines the timetable, resources required, and actual
results of the project delivery, project scheduling is just as important as value
budgeting. It enables the task manager to monitor if the project is staying within
budget over the course of the challenge. You can stay on top of your projects and
manage expectations from stakeholders and crew members by using task control
reporting. Reviews give you the ability to continuously track and communicate the
scope, duration, budget, and progress of your goal to anybody who wants to
know. Project integration control involves coordinating all of an undertaking's
components, including its strategies and supporting structures, to ensure that a
task is successfully completed. Project managers can better balance the needs of
stakeholders, consumer expectations, and obligations at various points in a task
by doing this.
 P a g e | 12

Activity 2A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to manage generation, gathering, storage,
retrieval, analysis and dissemination of information by project staff and
stakeholders.
Activity This activity does not require observation.

 What would you consider when gathering, generating and storing

information for a project?
These elements include the purpose of the study, its range, sample size,
information kind, timing, and the subjects' ease of use. Research methodology,
researcher security, the necessity for triangulation, and theoretical framework are
among the various issues. To maximize the likelihood of achieving study
objectives and responding to study tasks' inquiries, it is crucial to take those
factors into consideration when selecting techniques for data collection. The
methods that are most frequently employed are uploaded literature resources,
surveys (through electronic mail and regular mail), interviews (by phone, in-
person, or focus group), observations, documents and data, and
experiments. Statistics enables businesses to evaluate the efficacy of a particular
approach. When strategies are implemented to complete a task, gathering data
will help you determine how well your solution is working and whether or not
your approach needs to be adjusted or updated over the long term.

 Who would you consult when analysing information in your team (or
desired organisation/project)?
Always with senior management before deciding on your project's goals and
methodology to make sure your assignment is in line with the larger
organization's aspirations and goals. It is also a significant step toward securing
task sponsors who might help you complete your endeavor. If you're working on a
new function or protection update, you should be proactive in bringing up the
issue of overcrowding in prisons. Even if you are fully aware of all the legal
requirements that apply to your business, it is always possible that you are
unaware of impending changes to the applicable codes of conduct. Fortunately, a
legal team can handle compliance and issues of any crime kind while not being
able to tell you what to expect with the greatest accuracy. One of the most crucial
aspects of project control is having a clear understanding of your finances. A
fantastic finance team can assess your budget plan, examine your wardrobe, and
assist you with any issues that can occur, such as the creation of the body of
employees' quotes and other issues. By examining your profit assumptions, they
also enable you to create a business case for the problem you're working on.
Most of the time, SMEs consist of an IT or engineering team, however any of us
who has the skills or knowledge you require could be a SME: technicians,
architects, information analysts, developers, business analysts, testers, IT team,
and more.

 Identify three things you would consider when disseminating information.

 Audience.
 Timeline.
 Resources
 P a g e | 13

Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to implement, modify, monitor and control
designated information-validation processes.
Activity This activity does not require observation.

Using the appropriate software (or in your workbook), produce a checklist for
information validation. The checklist should cover all the essential criteria
needed to ensure effective data validation.

(1-2 pages max.)

 P a g e | 14

Activity 2C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to implement and maintain communication
networks.
Activity This activity does not require observation.

1. Identify three types of communication networks.

1. Vertical network:- The term "vertical community" refers to the
communication that moves vertically from one character or technique to
another. Both the pinnacle-to-bottom and bottom-to-top layouts are
possible for its appearance. Because this network's receiver receives the
statistics more quickly than others, it can respond right away. This
network can be given a formal name. The communication between top-
level and lower-level employees is a good example. On this network,
there is no miscommunication because there is a direct form of
communication.
2. Chain Network:- This network is in a stage of hierarchy and obeys a set of
instructions. Backside of the pinnacle dialogue has vanished at this point.
One excellent example of this type of network is superiors directing
subordinates. The primary group of people is another illustration of a
chain network. The message must remain unchanged in both meaning
and language from the highest point to the lowest point. To avoid the
same, caution must be exercised. This group moves slowly, so few people
who get the message don’t will stay in the loop.
3. Circuit Network:- While a circuit network is used to describe the
simultaneous communication between persons. There are no superiors or
subordinates, or at least they are not seen as such, despite the fact that it
functions like a vertical network. In this communication, there is a two-
way verbal exchange. The recipients of the messages or information are
always there, and they may even be on the same hierarchical level.

2. Describe three ways you could maintain communication with project

employees.
1. Open meetings: One of the most popular methods of communication in the
workplace, meetings are a simple way to exchange information, maintain open
dialogue, and for employees to express their opinions. They can also be a fantastic
way to raise a team member's morale by giving them a place to celebrate wins
and honour hard work.
2. Emails: Emails are a vital means of communication in most companies (we've
all seen the panic when the office e-mail system goes down!) since they provide a
rapid and efficient way to communicate with anyone on the globe. Many people
find it helpful to have knowledge in writing so they may make notes when it's
relevant and ensure that nothing is missed or forgotten.
3. One-on-one: Scheduling additional meetings in a hectic workplace may seem
unproductive, but even a 15-minute one-on-one meeting could have a significant
impact. It's a morale-booster for them to know that their efforts depend on, in
addition to being able to test the progress of the worker and discuss any issues
 P a g e | 15

they may be having.

Activity 2D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify and resolve communication and
information-management system issues.
Activity This activity does not require observation.

Refer to Case Study B – Communication issues resolution.

Suggest a potential solution to deal with one of the specified issues in the Case
Study.

(Max. 50 words)

fostering high-quality data:-

 Avoid horrific-pleasant records by adhering to the following five rules

when handling information:

 Accuracy: This has to do with whether the values in the various fields of
the database document are correct. Is the spelling on the call correct? Are
money amounts properly accounted for?

 Completeness — Users should be aware of the totality of the data and be

aware of what comprises certain statistics information, such as "overall
revenue."

 Consistency – The summarized facts agree with the supporting details.

 Uniqueness – The simplest feature of your data should correspond to one

problem or item in the real world. For instance, ABC Limited and ABC Ltd
make up the same entity in the actual world, hence one should be
removed.

 Timeliness – Information must be current and take into account the

demands of the business. It should also be organized to allow seasoned
users to manually update or change information.
 P a g e | 16

Activity 3A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to finalise and archive records according to
agreed project information ownership and control requirements.
Activity This activity does not require observation.

Produce a guidance document that outlines the procedure you would for
finalising and archiving documents for project completion.

Your guidance document should include:

 Control requirements
All records are susceptible to being lost or damaged (if digital), either
intentionally, unintentionally, or as a result of a natural disaster such a
flood or fire. Security risks have the potential to compromise electronic
documents. Changes to documents like project plans, design
documentation, or specifications can be managed using document
control. The requirements for document control are: Materials are
evaluated for suitability prior to publication. Documents are periodically
examined, revised, and reapproved. Recognizing modifications and the
present state of document revisions. Making certain that the appropriate
versions of the necessary documents are accessible at the points of usage.
The ways that documentation is created, saved, approved, updated,
published, archived, and disposed of are all governed by a document
control mechanism. It emphasizes how these procedures should be
carried out using both internal documentation and materials that are
shared outside.

 A process for finalising and archiving.

Step 1: Perform an initial evaluation.
Step 2: Determine roles and goals.
Step 3: Implement a retention schedule.
Step 4: Digitize paper files.
Step 5: Choose a storage provider.
Step 6: Evaluation of internal operations and external storage.

You may make reference to a specific project example where appropriate.

(150 words max.)

 P a g e | 17

Activity 3B
Estimated Time 45 Minutes
Objective To provide you with an opportunity to review project outcomes for
effectiveness of management information and communication processes and
procedures.
Activity This activity requires observation.

Refer to Case Study C – End of project

You will be working in pairs for this activity.

Using the Case Study as a guide, present the project outcomes to a small group
of your peers.

Within your presentation, include the following details:

 Planned objectives
 Effectiveness of information management
 Effectiveness of communications procedures
 Learning from missteps.

The presentation should be no longer than five minutes.

(4 slides max.)
 P a g e | 18

Activity 3C
Estimated Time 45 Minutes
Objective To provide you with an opportunity to develop and document recommended
improvements for application in future projects.
Activity This activity does not require observation.

Refer to Case Study C – End of project

Referring to the Case Study, and using the “learning from missteps” part of your
presentation from Activity 3B, produce a summary of recommendations for
improvements in the form of a lessons learned report.

The report should include the following information:

 Project objectives
The objective of project is to decrease the obstacles arises into company.
 Project managers and leaders
Project managers deal with difficulties, while project leaders formulate
plans. Leaders of projects are strategists. They contribute to the
development of long-term strategies and concepts that motivate the
project's participants to reach their objectives through their motivating
attitude. Project managers have a list of things they must complete.
Effective planning, task coordination, project management, motivating
team members, and decision-making are just a few of the many tasks
involved in creating a strategy for project implementation.
 Description of the client/customer/sponsor/investors
Sponsor-Client means each (i) mutual fund, partnership (including the
Sponsor(s)), limited liability company, special purpose entity, corporation
or similar investment vehicle, (ii) Client or assets or investments on behalf
of a Client and/or (iii) a separate account for which the general partner(s)
of each limited partner (or one or more of their respective affiliates) will
act as general partner, manager, officer, investment adviser, limited
partner or in a similar capacity. The project sponsor, often known as the
executive sponsor, is a top management individual or team. They are in
charge of ensuring a project's success and give the project team and
management the required direction and resources. A firm engages in a
sponsorship when it contributes funds or resources to a charitable cause
in exchange for predetermined marketing advantages. The business
benefits from having its name and logo displayed on items like banners in
exchange for helping the non-profit.

 Dates of the project

23/01/2023
 Deliverables.
Declaration of work
breakdown structure for the work
scope of the project
Plan for project governance
 P a g e | 19

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Skills, knowledge, and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances). In some cases, skills
will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any
evidence of competency to this workbook.
 P a g e | 20

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

 Reading:
o identifies and analyses complex texts from a range of sources
 Writing:
o develops project documents using vocabulary, structure and conventions appropriate to
text
 Oral communication:
o participates in verbal exchanges using clear language and appropriate non-verbal
features
o uses active listening and questioning to confirm understanding and agreement
 Initiative and enterprise:
o identifies responsibilities and boundaries of own role
 Teamwork:
o identifies requirements of important communication exchanges, selecting appropriate
channels, format and content to suit purpose and audience
 Planning and organising:
o sequences and schedules complex activities, monitors implementation and manages
relevant communication
o uses problem-solving techniques to analyse and resolve issues
o evaluates outcomes of decisions to identify opportunities for improvement
o uses digital tools to access, organise and analyse complex data.

Answer the activity in as much detail as possible.

Equipment needed:

 Access to peers
 Environment conducive to group discussion
 Computer and access to the internet.

1. You will need access to the internet for this activity.

Identify three trustworthy websites that give advice on communication management

planning. Summarise the key information needed to advise others in a project management
team.

(Max 200 words).

1. Dropbox: One of the most effective and user-friendly cloud sharing solutions is Dropbox.
Dropbox enables organizations to more effectively manage shared data, cutting down on the
need for email and enhancing teamwork. Integrate with your intranet solution so that team
members can easily and quickly add their content with just one click to a group workspace.
The content can then be viewed graphically after being uploaded to Dropbox. Additionally
covered is literature that aims to serve a purpose.

2. Google Workspace: Secure productivity and collaboration tools for businesses from Google
Workspace (previously G Suite). Gmail, Calendar, Power, doctors, Sheets, Slides, Meet, and
 P a g e | 21

more are included. G Suite is web-based and compatible with the majority of current
browsers on all operating systems. Even the setup and management of users are quick and
easy thanks to the unified management interface.

3. Microsoft 365: Microsoft offers productivity tools for businesses and individuals. You have a
single integrated solution with Microsoft 365 that includes teams, OneDrive cloud storage,
and office apps with top-notch security features. Join it to your content management system
to easily read, edit, and store multiple files from Microsoft Office at once. For instance, using
your intranet or portal solution with the OneDrive Connector, you may easily access files and
documents stored in OneDrive

2. Create an organisational chart detailing the roles and responsibilities of individuals in a project
you have worked on, or are working on – or imagined project. Within this, identify your own
role and responsibilities.
These charts show the relationships shared by each male and female employee as well as the
organizational hierarchy inside an employer. Employees can use these insights to determine who
to document to and to ensure that managers are properly assigning tasks to their teams.
Businesses that employ interactive, actionable organizational charts also benefit from a wide
range of additional advantages that boost productivity and simplify communication. Corporate
charts, for starters, give managers and executives the ability to execute administrative tasks and
consider organizational goals at a look from a single page. These clients have access to vacant
positions, pending packages for those positions, full overall performance reviews, the ability to
file remedial actions, and more. Executives and executives can speed up strategies that
traditionally need a lot of coordination and back-and-forth communication by displaying such
moves all at once from the organizational chart. Organizational charts enable managers to view
their workforce from above, making it simple to ascertain staff preferences. Executives can
determine which departments need more people and which departments are overstaffed by
taking a significant step again. This information makes it simpler to stabilize teams and ensure
that managers have adequate personnel to accomplish their objectives.

3. This task will need to be observed.

You must complete the task in a small group (2-5 people). Using the information you have
gathered from Question 1, imagine a project that would need a strong communication
strategy.

Participate in a discussion with your team members to discuss the following questions:

 What appropriate communication requirements will be used?

The sender must acknowledge the various filters used to encode and decode the required
message this is being sent in order for the receivers to accept and understand the sender's
means as intended. This is true regardless of the development lifecycle phase.
 What appropriate methods of communication will be used?
Verbal, Non-verbal, written and visual are the appropriate methods of communication will
be used.
 Who requires information?
Office staffs require information.
 What information will they require?
They require information related to trust worthy websites.
 What frequency will the information be communicated and where?
 P a g e | 22

For any communication plan, it's crucial to establish precise time windows within which
communications could be sent. As an illustration, group stand-up meetings might occur daily
but assignment reputation reviews are handed out once a week.
 Who is responsible for communicating information?
Manager is responsible for communicating information.
Note the key information in your workbook.

4. Using your findings from Question 3, compose a short email to share the conclusions agreed
with your work team.

Produce the email in the appropriate format for a formal communication in a project
management context.

(100 words max.)

Dear team,
I am writing this email to inform you about the communication requirement are
acknowledge the various filters used to encode and decode the required message this is
being sent in order for the receivers to accept and understand the sender's means as
intended. This is true regardless of the development lifecycle phase. For any communication
plan, it's crucial to establish precise time windows within which communications could be
sent. As an illustration, group stand-up meetings might occur daily but assignment
reputation reviews are handed out once a week.

Regards
XYZ

5. Using your conclusions from the discussion in Question 3, document a brief strategy for the
project. This should include:

 A schedule covering all activities, assessing implementation and managing communication

 Any problem-solving, showing analysis and solutions for issues
 A plan for reviewing outcomes of decisions to identify occasions for improvement
 Use of digital tools to gain access to, manage and evaluate information.

(300 words max.)

 P a g e | 23

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Alternative communication methods and media and their application on various projects
 Effective project-management information systems and their various applications
 Methods used to evaluate information systems and communication processes.

Answer each question in as much detail as possible.

1. Identify three alternative communication methods that could be used in a project.

The alternative communication methods that could be used in a project are as follows:-
 Interactive communication
 Push Communication
 Pull Communication

2. Continuing from Question 1, explain how you would apply these methods in a project.

Max. 50 words.
1. Interactive communication: Sharing sensitive and significant information makes the most use
of interactive communication. It is typically instantly acknowledged and taken care of, primarily
by:
 Personal encounters
 Making calls
 conferences via video
Even though it may seem strange to us in modern times, face-to-face interaction is typically
required for interactive communication. However, our society's transition to virtual
communication has compelled us to adapt.

2. Push communication: Push communication entails sending data without anticipating a

prompt reply. Typically, it occurs through:
 emails,
 newsletters,
 Project outlines.
It works well when you need to transmit non-urgent, non-time-sensitive information. Push
communication is typically utilized for project updates, advantages, or modifications. To avoid
coming out as unresponsive to the demands of the team, stakeholders, or the project, make sure
none of your techniques revolve around push communication.

3. Pull communication:- We can usually obtain information whenever we want thanks to pull
communication. Pull communication techniques include:
 Landing pages and websites
 Software and applications for knowledge base management
When clients want to obtain project details at their convenience, it works extremely well or
when information needs to be communicated to contractors or stakeholders. This requires a
high level of confidence between you and your project team, management, and stakeholders, as
well as unambiguous transparency.
 P a g e | 24

3. Explain what a project-management system is and why you would use this.

Max. 50 words.
A project management system serves as a guide for controlling how a project is carried out. It
can offer a structure for controlling expectations, assigning duties, and establishing procedures.
A project management system could make use of standard business software programs or
customized project management software. Developing a project management system could help
project managers provide better outcomes for their projects. A codified project management
system has several advantages, such as:
 project management
 Budget projection
 document structure
 management of time
 Delegation of work
 Resource distribution

4. The project management information system (PMIS) ensures the quality and validity of data,
timeliness and integrity. Explain how the PMIS ensures this.

Max. 100 words.

Because quality counts, the project management information system (PMIS) guarantees data
veracity, timeliness, and integrity. To maintain consistent project quality and execute it on time
and within budget, it needs commitment, attention, and occasionally guts. Quality distinguishes
the professional from the amateur. Poor project quality can have significant implications when
you're delivering a multimillion-pound IT project, leading to rework, schedule delays, greater
costs, aggravation, morale issues, and low client satisfaction. No matter what kind or scale of
project you are overseeing, take the time to clearly outline the quality standards for your current
work so that your team members are aware of them and know how to meet and exceed them.

5. Identify three methods you could use to evaluate information systems and communication
processes within a project.
1. Quantitative techniques:-
Surveys, questionnaires, pre tests, post tests, statements, evaluations of pre existing papers and
databases, as well as the development of scientific statistics, can all be used to gather
quantitative data. Surveys can be performed face-to-face, over the phone, by mail, online, or
with an interviewer present. Statistical evaluation of quantitative data encompasses everything
from straightforward descriptive data to intricate analyses. Quantitative data assesses the extent
and quality of implementation (e.g., the wide variety of those who participated, and the number
of folks that finished this system).
2. Qualitative techniques:-
Direct or participant remarks, interviews, awareness organizations, case studies, and written
records are all used to collect qualitative statistics. Analyses of qualitative data involve looking
at, comparing, and deciphering patterns. Evaluation will most likely involve identifying the
subject areas, coding, grouping related records, and reducing statistics to significant and
important aspects, such as grounded idea-building or other qualitative evaluation techniques.
Because the observer can see what is actually happening, observations may also assist explain
behaviours as well as social context and meanings. Watching a participant or piece of software,
documenting an intervention on camera, or perhaps even interviewing people who have been
asked to "assume aloud" while working are all examples of observations.
3. Mixed techniques:-
 P a g e | 25

Due to the variety of issues addressed, the evaluation of community participation may also
require qualitative and quantitative methods (e.g., population, type of project, and goals). The
need for the assessment, its schedule, and available resources must be taken into consideration
while choosing a technique.

6. Explain why it is important to evaluate information systems and communication processes in

project management.

Max. 50 words.
By ensuring that key participants are in agreement on the project's goals and understand exactly
what is expected of them, a successful dialogue prevents disagreement and uncertainty from
slowing down your project. Additionally, it promotes the development of group-wide trust,
allowing us to work more effectively as a team from project inception to completion. It outlines
how every person who has an interest in the project will be involved in conversations that take
place during the project's execution. Strong and effective communication is essential for a
challenge to be successful. It might help to identify risks and problems, prevent task duplication,
and build partnerships.
 P a g e | 26

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

 Manage project information and communication on at least two occasions.

Answer the activity in as much detail as possible.

Equipment needed:

 Access to a workplace or hypothetical scenario

 Access to a computer and internet
 Access to printer
 Access to peers.

For this activity, you will be required to manage project information and communication on two
different occasions in the workplace or a simulated environment. This means that each of the
following questions should be performed twice, for two different projects.

1. First, you will need to plan information and communication processes for your project.

To do this, you must:

 Identify and analyse information requirements of the project

 Develop a communication management plan according to project objectives
 Establish a designated project-management information system.

Attach a copy of the communication management plan and other supporting documentation
to your workbook.

2. Next, you will need to implement the information and communication processes you planned
in Question 1.

To do this, you must:

 Manage generation, gathering, storage, retrieval, analysis, and dissemination of

information by project staff and stakeholders
 Implement, modify, monitor, and control designated information-validation processes
 Implement and maintain communication networks
 Identify and resolve communication and information-management system issues.

3. Finally, you will need to assess the outcomes of the information and communication processes
implemented in Question 2.

To do this, you must:

 Finalise and archive records according to agreed project information ownership and
control requirements
 P a g e | 27

 Review project outcomes for the effectiveness of management information and

communication processes and procedures
 Develop and document recommended improvements for application in future projects.

Attach a copy of your recommended improvements to your workbook as evidence of

completion.
 P a g e | 28

Case Studies

Case Study A – The Wellbeing Group

Health and lifestyle start-up The Wellbeing Group plans to produce a website that will be central to
its operations. The project to plan, build and implement the website will need to involve the
participation of sponsors, as key stakeholders, and to manage change requirements.
 P a g e | 29

Case Study B – Communication issues resolution

The following communication issues, in a companion document for a meeting, need a strategy for
their resolution:
 Poor quality information that is out of date

 One-way communication and lack of opportunity for stakeholders to provide feedback.

 P a g e | 30

Case Study C – End of project

The website project for The Wellbeing Group has come to an end. The website has been successfully
constructed and is now generating income through conversion of customer visits into sales.
However, the project took much longer than expected to complete and went 38% over budget.

There were also some issues with information management and communication, including:
 Lack of updates on project progression

 Insufficient information given in some communications

 Lack of central resources for information sharing.

 P a g e | 31

Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.

Document name/description Document attached

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

For RTO use only

Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)

If not originals, have the originals been validated or checked? Yes No (Please circle)

Learner’s signature

Assessor’s signature