IPM411 Study Guide

Introduction to
Project
Management
(IPM411)
Cloud Solution Engineer

Contents
2.1 Introduction ........................................................................................................................................................................ 2
2.2 Purpose of the Qualification......................................................................................................................................... 2
2.3 Learner Entry Requirements ......................................................................................................................................... 3
2.4 Programme Structure ...................................................................................................................................................... 4
3.1 Learner Instructions ......................................................................................................................................................... 4
3.2 Use of electronic equipment ........................................................................................................................................ 5
4.1 Technical Requirements .................................................................................................................................................. 5
4.2 Programme International Examination(s) ............................................................................................................... 6
6.1 Principles .............................................................................................................................................................................. 9
6.2 Electronic Portfolio of Evidence ................................................................................................................................10
6.3 Formative assessments .................................................................................................................................................11
Submission deadlines for formative assessments ........................................................................ 11
6.4 Summative assessments ..............................................................................................................................................11
Pass marks..................................................................................................................................... 12
Formative assessments ................................................................................................................. 12
Summative assessment................................................................................................................. 12
Assessment Preparation Guidelines ............................................................................................. 12
Formative Assessment Submissions ............................................................................................. 12
Declaration of Authenticity ................................................................................................................................................15
1.1 Introduction ......................................................................................................................................................................22
1.5 Topics Covered .................................................................................................................................................................31
FACILITATOR EVALUATIONS COMPLETED BY LEARNERS.......................................................................... 0
PROGRAMME EVALUATIONS COMPLETED BY LEARNERS ....................................................................... 0
LEARNER QUERY FORM .......................................................................................................................... 5
SECTION A: OVERVIEW 1. Introduction
Welcome to the FET Certificate: Information Technology: Database Administration. This is an NQF
registered qualification SAQA ID 71869 The focus of the Introduction to Project Management module
is to provide a blended learning experiences that will enable the learners to achieve the specific
outcomes, assessment criteria, essential embedded knowledge and critical cross-field outcomes of the
qualification. The learning experiences are designed to enable the learners to master the learning
content at the appropriate level.
2. About the Qualification in FET Certificate:

Information Technology: Database
Administration.
2.1 Introduction
Welcome to the FET Certificate: Information Technology: Database Administration NQF Level 6 learning
programme – this is an NQF registered qualification SAQA ID 71869. This Qualification is for any
individual who is or wishes to be involved in the Information Technology industry and it serves to
support and advance the functioning of individuals in this industry.
This qualification is registered at NQF Level 4 in the Further Education and Training Band and
amounts to 120 credits in total. In this Qualification the credits are allocated as follows:
Fundamental: 0 credits.
Core: 120 credits. Electives:
minimum 0 credits.
2.2 Purpose of the Qualification

The Information Technology industry is a well-established industry and thus many learners would benefit
from qualifications aligned to this career path. The primary purpose of this qualification is to provide
learners with :
• Advanced skills and knowledge required to undertake advanced tasks and procedures in office
technology. In addition, this will significantly enhance the learner`s prospects of gaining
employment by providing a solid grounding in advanced computer skills required in today`s
business environment.

• The Core Component of the Qualification offers the learner advanced knowledge and skills in the
Database Administration field. Learners working towards this Qualification will find that the
acquisition of competence in the outcomes, which make up the Qualification, will add value to their
jobs.

• This Qualification is intended to enhance the provision of service within the field of Database
administration within all business and non-commercial sectors. The Qualification ensures
progression of learning, enabling the learner to meet standards of service excellence required within
the Information Technology field of learning, through building day-to-day Information Technology
skills as well as general operational and administration competencies. It will provide the broad
knowledge, skills and values needed in the Information Technology field for all business and
noncommercial sectors and will facilitate access to, and mobility and progression within, education
and training.
2.3 Learner Entry Requirements

Learners entering this qualification are assumed competent in:
• It is assumed that the learner is competent in skills gained at the National certificate in MCITP at
NQF Level 5. (48573): Cloud Solution Administrator. The assumed learning can be acquired in the
traditional way of formal study as well as in the workplace.
• Acquiring the competencies in a workplace (via either formal Learnerships or on-the-job training)
has the potential of addressing the problems of the past, where formal Qualifications were only
obtainable by way of formal study.
• This Qualification recognizes, through the submission of portfolios of evidence, the
formal/nonformal/informal prior learning which learners who register for the programme leading
to the award of the qualification bring to the learning situation
2.4 Programme Structure
Cloud Solution Engineer
Introduction to Project Cloud Administration Computer and Cloud

Management (IPM411) (CA621) Security (CCS621
Message Administra on Cloud Database Fundamentals

Architect Technologies WIL Project
(MA622) (DB 622)
and Design (CAT 622
3. Learner Support
The tuition fee includes access to the following resources:
• Study Guide per module
• Prescribed textbooks through Safari access
• VQ Manager access
• WIL Logbook  Access to computers
The following resources are not provided for in the tuition fees but is compulsory for students to acquire:
• Art materials as described on the Visual Communication kit list
• Adobe Creative Suite: It is compulsory for students to purchase an annual license for Adobe
Creative Suite. Students will not be able to access any of the Adobe software on the CTU
computers if the software is not purchased.
3.1 Learner Instructions

• Attend all your classes! It is expected of you to maintain 80 % class attendance.
• You are responsible for your own learning – make sure you manage your study, practical, workplace,
research, labs, and portfolio time responsibly.
• Learning activities are learner driven – make sure you use the Learner Guide and all other content
as well as the Electronic Portfolio of Evidence (EPoE) in the manner intended, and are familiar with
the EPoE requirements.
• The Facilitator is there to assist you during contact, practical and workplace time of this programme
– make sure that you have his/her contact details and consulting hours.
• Familiarise yourself with SAFARI online and all the library resources it offers, and actively participate
in all activities arranged by the campus for personal / study development.
• Take part in all structured group and mentoring sessions arranged by your facilitator.
• All learners are most welcome to attend the ‘Learner Intervention Week’ arranged by each campus,
each semester before exams.
3.2 Use of electronic equipment

Access to computers and online resources in the labs are for the sole use of developing and executing
CTU projects. Students may not use these facilities for any other purposes. Students found guilty of
misappropriating computer equipment and/or online resources may face disciplinary action.
4. Programme Strategy
This qualification should be presented over a period of at least 1 year – during this period you will be
required to attend (as per timetable), formal classes, practical sessions, scheduled LAB sessions, Prelims
and if required Boot Camps, do research and self-study, participate in group activities, complete
portfolio activities by yourself as well as in a learning environment, and spend time in the workplace.
4.1 Technical Requirements

Hardware Requirement
Refer to the Device Specifications, Stationery Requirements and Book List document for more information
Software Requirement
Refer to the Device Specifications, Stationery Requirements and Book List document for more information
All lab work must be completed in the network and IT laboratory or a virtual lab using a computer.
4.2 Programme International Examination(s)
Exam Name Exam Code
Microsoft Azure Administrator AZ-104
Microsoft Azure Security Technologies AZ-500
Designing Microsoft Azure Infrastructure AZ-305

Solutions
Optional Exams Name Exam Code
Designing an Azure Data Solution DP-201
Microsoft 365 Messaging MS-203
Below is the proposed roll out plan for your qualification – please note that your campus may make
some changes based on operational requirements.
Process Activity Related Documents
Registration
Learners register with CTU Training Solutions as CTU Enrolment Contract
learners for this programme
Learner Orientation takes place

Parent Programme
orientation, Learner
Orientation checklist,
signed attendance registers
Learner File
Learners complete Compliance Module as part of
the Orientation week, submit required details,
together with:
• Certified copy of qualifications
• Certified copy of ID
Diagnostic Assessments completed for Literacy, Diagnostic Assessment

numeracy, and computer skills documents.
CAT Applications submitted to the Academic
Principal are sent to the HO. CAT Application Forms
Certified copies of ID and

Qualifications.
Learner attends
programme Learners sign Attendance Register for every Attendance Register
class/ practical/LAB session etc.
(1 year)
Learners are guided by the Facilitator through the
Learner Guide, EPoE, SAFARI, LABS etc Learner Guide
EPoE
SAFARI etc.
Learners complete all required EPoE activities EPoE
Facilitators compile ‘Learner-At-Risk’ Reports At Risk Reports
Progress Reports are compiled for learners Results Letters
Learners complete Programme Evaluations Programme Evaluations
Learners complete Facilitator Evaluations Facilitator Evaluations

Assessor Reports
Learners’ EPoE’s are signed off by constituent
registered Assessor and Moderator (required %) Moderator Reports
before the Summative Assessment,
Learners complete WIL component WIL Logbook

Summative Assessment is completed
Marker Reports
Moderator Reports
Learners receive Transcripts with Summative Answer Scripts/PoE

results per semester
Takes place before ETQA verification
Internal Moderator Report
Moderation
Overarching Report
Seta/ETQA: Verification visit is conducted by ETQA to validate ETQA
all training and assessment practices
Certification
Competent learners’ results are uploaded on ICAS/NLRD
ETQA database
SETA/ETQA certifies learners Certificate

Certificate Register
Graduation
Learner signs for certificate received

Internationals
Learners will be prepared for international exams Learner Guides, Prep-week
as follow: guides/content/workbooks
• During contact sessions
• Labs
• Practical
• Prep weeks
• Prelims
• Bootcamps
International exams to be booked as per the

approved process. Booking confirmation
Results obtained from examination body. Exam Results
Certificate issued by international examination Certificate

body.
5. Work Integrated Learning

This programme includes a COMPULSORY Work Integrated Learning component, in which learners
must be placed in the industry and complete their WIL Logbooks. Workplace learning provides
important opportunities for professional and personal growth. It addresses specific competencies
identified for the acquisition of the qualification, which relates to the development of skills that will
make the learner employable and will assist in developing his/her personal skills. Refer to the WIL Policy
(C2) for more details. These hours are indicated under the point 4 Programme Strategy.
Campuses will liaise with surrounding industries/companies for learner placements. It is the
responsibility of each campus to prepare their learners by means of workshops for the WIL component.
Upon return from the WIL experience, learners must submit their WIL Logbooks in which they have been
found competent. These must be placed in each learner’s EPoE at the end of the year before moderation
takes place. Please note if the WIL hours are not completed the qualification cannot be verified and
awarded as it will be incomplete.
6. Assessment
6.1 Principles
• Due to the requirement that all assessment practices must be open, transparent, fair, valid, and
reliable and ensure that no learner is disadvantaged; an integrated assessment approach is used.
• Assessment criteria specify the actual performance, which needs to be demonstrated by the learner
in more detail.
• Both formative and summative methods of assessment are used.
• Learners must be prepared to allocate additional time every week to complete research projects,
assignments, tasks, or tests as required by the facilitator.
• In addition, time must be set aside for study purposes.
• There are four principles of evidence referred to as the VACS analysis. This means that the evidence
presented by the learner must be:
o V = valid (the evidence shows that the learner can perform at the required standard) o A =
authentic (the work in the portfolio must be the learner’s own work – if there are group
activities this must be declared)
o C = current (the work in the portfolio must be the learner’s work that has been completed
during the training programme – if learners want to bring work from the workplace it cannot
be more than two years old)
o S = sufficient (the learner must produce direct and indirect evidence that covers all the specific
outcomes and the assessment criteria – these are the assessment tools (activities) that have
been provided in the portfolio)
Learner Tip:
Make sure you are familiar with all the learning outcomes of the
qualification, as it will guide you towards assessment.
6.2 Electronic Portfolio of Evidence

An Electronic Portfolio of Evidence is a collection of evidence that a learner presents to demonstrate
competence in the knowledge and skills acquired. It is therefore imperative that all activities in the PoE
are completed, and that these portfolios are continuously assessed throughout the year.
Ensure that your PoE is of a high standard, and neatly presented. All evidence must be inserted in the
EPoE.
Portfolio Activity:
DO NOT WAIT until the end – the programme is designed to assist you in evidence preparation
as you go along – make use of the opportunity!
Remember:
If it is not documented, it did not happen! In some evidence, the process you followed is more
important than actual outcome / end-product.
Therefore …Please make sure all steps for the Portfolio Activities are shown where required. Insert
ALL required evidence in the EPoE.
It is most important to note that the “Compliance Section” of the PoE must be completed during
the 1st week with your facilitator, who will explain everything in detail. Ensure that, amongst
everything else, the Assessment Plan is completed, and that you have entered all required dates
for submissions and exams. Remember to date and sign where requested to do so. All evidence
must be dated and signed by both learner and assessor.
The whole process of PoE submission, assessment and moderation thereof must be completed BEFORE
the summative assessment.
6.3 Formative assessments
Formative assessments are designed, developed, implemented, and assessed as part of the learning
process.
Every module consists of a number of formative assessments and a summative assessment. The number
of formative assessments a student needs to complete is determined by the credit value of the module
in the qualification.
The average calculated for all formative assessments for a module will constitute the semester mark.
The semester mark is weighted at 50% of the final mark. In order to gain entry into the summative
assessment (exam) of a module, students need a minimum semester mark of 70%. Students not
achieving a minimum semester mark of 70% are deemed not yet competent (NYC) and will need to
repeat the module the following academic year.
Submission deadlines for formative assessments

The date of submission is clearly stated on each formative assessment. Students will further have access
to submission schedules published in their module guidelines.
Should a student not submit a formative assessment by specified date the following applies:
Assignments will be accepted up to three working days (excluding weekends) after the due date.
However, 5% of the final mark of the assignment will be deducted per day, to a maximum deduction of
15% of the final mark of the assignment.
Example:
A student submits an assignment one day after the deadline. The assignment is assessed, and the
student achieves 65%. Owing to the late submission (one day), 5% is deducted and a final mark of 60%
will be awarded.
Formative assessments submitted after three working days will not be assessed and the student will
receive a mark of 0% for that specific assessment.
Students who are unable to submit a formative assessment owing to ill health must produce a doctor’s
certificate. The student will receive an extension for the submission of the formative assessment equal
in time to the period booked off sick.
If a student is unable to submit a formative assessment by due date for any other reason, he/she must
submit evidence as to the cause of non-submission. The facilitator at his discretion and based on the
evidence submitted may award a deadline extension.
6.4 Summative assessments

Summative assessments are weighted at 50% of the final mark
An examination (summative assessment) will be conducted in all modules.

Pass marks
Students need to achieve a minimum final mark of 70% to be deemed competent. A final mark of less
than 70% deems a student not yet competent (NYC) and the student will be required to repeat the
module in the following academic year.
Formative assessments
Formative 1 Formative 2 Formative 3

Assignment Assignment Test
16.67% 16.67% 16.67%
Summative assessment
Practical Exam
50%
Formative assessments (50%) + Summative assessment (50%) = Final mark
Assessment Preparation Guidelines
Type of Format of the Assessment Resources required

assessment
Formative 1 Open Book Prescribed book and Software
Formative 2 Open Book Prescribed book and Software

Formative 3 Test Closed Book
Formative Assessment Submissions
Assessment Submission date

Formative Assessment 1 08/04/2024
Please note – There are two steps that needs to be completed before a project is deemed to be
submitted:
• Step 1: Evidence required in the specified formats are submitted to the facilitator. Depending
on the logistics of the class, this may be either on disc or on a shared folder.
• Step 2: Evidence required in the specified formats are uploaded to the Electronic Portfolio of
Evidence (EPOE) in the specified location.
Projects not submitted in this manner will not be assessed.
The following assessment strategy will apply for this programme:
Formative Summative
Semester Assessment Assessment
Practical
Test (if
appliac Theory
Module PoE able) Exam
Intro to Project Semester 1 FA1, N/A Yes

management FA2, FA3
Cloud Administration Semester 1 N/A Yes

FA1,
FA2,
FA3s
Computer and Cloud Semester 1 FA1, N/A Yes

Security FA2, FA3
Yes
Cloud Architect Semester 2 FA1, N/A Yes
Technologies and Design FA2, FA3
Database Fundamentals Semester 2 FA1, N/A Yes

FA2, FA3
Messaging Administration Semester 2 FA1, N/A Yes

FA2, FA3
SECTION B: MODULES
7. How to use the guide:

The guide will provide an overview off the syllabus and will provide the learning outcomes of the
module. It will indicate each major topic that will be covered, as well as the learning outcomes of each
topic.
The study guide is NOT a replacement of the textbook and should be studied in conjunction with the
textbook.
At the end of each study unit there will be a summary, followed by several self-assessment questions.
These questions will assist you to prepare for the tests and exams.
The following icons will be used in the study guide:

Indicates the sections in the prescribed textbook that the student needs to study
Indicates the self-assessment questions that must be completed by the student.
Indicates group assignments to be completed.
Indicates Individual assignments to be completed by the student
Indicates all assignments that must be submitted for assessment
8. Plagiarism and copying

8.1 What is plagiarism?
Plagiarism is the use of other people's work without acknowledging the original work. Plagiarism is
stealing somebody’s intellectual property. It is pretending that someone else’s work is your own.
Committing plagiarism is unacceptable to CTU and will result in serious consequences for any person
who is found guilty of plagiarism.
8.2 How is plagiarism committed?

I. Cutting and pasting from electronic sources or copying from books, magazines,
journals, etc. in one’s own document.
II. Copying from the work of another learner.
III. Allowing a fellow learner to copy your work.
IV. Rewriting someone else’s ideas in your own words (paraphrasing) without
referencing the source. V. Using too many direct quotations.
8.3 Plagiarism involves copying the following:

I. content;
II. diagrams;
III. tables; IV. phrases; and V. quotations.
8.4 How can you avoid plagiarism?

I. If you use any secondary sources from books or the Internet while completing your formative or
summative assessments, you need to reference the original source, otherwise you will be accused
of plagiarism and disciplinary action will be taken against you by the College.
II. Carefully and accurately acknowledge the source that you used to obtain information and ideas
from. As you read, write down the details of the sources. Supply a list of references at the end of
your essay, report, or assignment.
III. You may talk to other people to help you work through the assignment, as long as the work you
submit will be your own work and not an assignment completed for you by another person, or one
that you have copied from the learning material.
IV. You are not allowed to copy verbatim (word-for-word) from the learning material and submit
this as your own work.
V. You are not allowed to use the same examples that have been used in the learning material
and submit this as your own work.
Declaration of Authenticity
A critical aspect of any assignment is authenticity. Because you are completing much of the work for the
assignments unsupervised, the examiner must be convinced that it is all your own work. For this reason,
you must complete the Declaration of Authenticity provided in the study guide and have it
countersigned by your manager, mentor, or lecturer.
The declaration of authenticity is a legal document, and if found that you have made a
false declaration, then not only will your results be declared null and void, but you could
also have criminal charges brought against you. It is not worth taking the risk!
Please complete the declaration of authenticity below for all assignments:

DECLARATION OF AUTHENTICITY
I _________________________________________________________________ hereby
(FULL NAME)
declare that the contents of this assignment is entirely my own work with the exception of the following
documents: (List the documents and page numbers of work in this portfolio that were generated in a
group)
Activity Date
Signature: _____________________________ Date: _____________

MODULE CONTENT
Weekly planner:
SEMESTER [insert]
Topics Covered Lecture Weeks

Week 1
 Managing a project in different environment
04/03/2024 – 08/03/2024
Week 2
 Working as a project manager
11/03/2024 – 15/03/2024
Week 3
 Managing Project Integration
18/03/2024 – 22/03/2024
Student Holiday 25/03/2024 – 01/04/2024
Week 4
 Managing Project Scope
02/04/2024 – 05/04/2024
Week 5
 Managing Project Schedule
08/04/2024 –12/04/2024
Week 6
 Managing Project cost and Project Quality
15/04/2024 – 19/04/2024
 Managing Project Resources and Project Week 7
Communication 22/04/2024 – 26/04/2024
Week 8
 Managing Project Risk
29/04/2024 – 03/05/2024
Week 9
 Managing Project Procurement
06/05/2024 – 10/05/2024
 Managing Project Stakeholders
Week 10
Formative Assessment 3 (Test) Week 13/05/2024 – 17/05/2024
Week 11
 Agile Project Management
20/05/2024 – 24/05/2024
Week 13
Preliminary Examinations Week
27/05/2024 – 31/05/2024
Week 14
International Examination Week
03/06/2024 –07/06/2024
Week 15
National Examination (Summative Assessment) Preparation
10/06/2024 – 14/06/2024
Week 16
National Examination (Summative Assessment)
17/06/2024 – 21/06/2024
Week 17
National Examination (Summative Assessment)
24/06/2024 – 28/06/2024
Submission of Final Formative Assessments 24/05/2024
Final Semester 1 Marks to NASM 24/05/2024
Lesson Plan:
Week Session Theme Material Class activity

requirements
1 Session Managing a Project in Different Prescribed Ac vity 1
1 Environments book Chapter
• Explore Agile methodologies 2
for project management.
• Learn how a project u lizes
enterprise environmental
factors.
• Discover how to work with
organiza onal process assets
Session Managing a Project in Different Prescribed
2 Environments book Chapter
• Understand how different 2
organiza ons operate.
• Learn the types of organiza onal
structures and their
characteris cs
2 Session Role of the Project manager Prescribed Ac vity 2
3  Understand project manager book Chapter
influence 3
Session Role of the Project manager Prescribed
4 • Competencies of a project book Chapter
manager 3
• Managing and integra ng a
successful project
3 Session Project Integra on. Prescribed Ac vity 3
5  Develop a project charter and book Chapter
a project management plan 4
Session Project Integra on. Prescribed
6  Monitor and document a book Chapter
project un l the project closes 4
4 Session Project Scope Prescribed Ac vity 4
7 • Plan project scope book Chapter
management 5
• Collect project requirements,
Session Project Scope Prescribed
8  Define the project and product book Chapter
scope 5
5 Session Project Schedule. Prescribed Ac vity 4 con nued

9 • Plan schedule management, book Chapter
• iden fy ac vi es, 6
Session Project Schedule. Prescribed
10 • sequence of ac vi es, book Chapter
• dura on, 6
 develop and control project
schedule
6 Session Project costs. Prescribed Ac vity 5
11 Understand how to plan for cost book Chapter
management, es mate 7
cost,
administer and control the budget
Session Project Quality. Prescribed
12 • Plan for quality, book Chapter
• establish a quality 8
management process,
• create quality control charts
7 Session Project Resources. Prescribed Ac vity 6
13 • Plan for resource book Chapter
management, 9
• Es mate and procure
• Develop and manage project
team
• control resources
Session Project Communica on. Prescribed
14 • Plan for project book Chapter
communica on; 10
• Manage and monitor project
communica on
8 Session Project Risk. Prescribed Ac vity 7
15 • Iden fy project risk.  book Chapter
Conduct qualita ve 11
• quan fy risk analysis
Session Project Risk. Prescribed
16 • Plan and implement risk book Chapter
responses. 11
• Monitor project risk
9 Session Project procurement. Prescribed Ac vity 8
17 • Plan for the project. book Chapter
• Selec on of vendors, 12
• create contracts;
Session Project procurement.

18 • Administer the contractual
rela onships;
• Close out the project with the
vendors
TOPIC
10 Session Managing stakeholders. Prescribed Ac vity 9

19  Iden fy project stakeholders book Chapter
13
Session Managing stakeholders. Prescribed
20  Manage and monitor book Chapter
stakeholder engagement 13
11 Session Agile Project Management. Prescribed Ac vity 10
21  Leading and engaging book Chapter
stakeholders in Agile projects 14 and 15
Session Agile Project Management. Prescribed
12  Measuring performance and book Chapter
managing risks in Agile 16 and 17
projects
Class activities
Activity Questions
1 a) Iden fy the different agile methodologies for project management (10
marks)
b) Describe the Agile manifesto (10 marks)
2 a) What is the role of the project manager (5 marks)

b) Iden fy the competencies of project management (5 marks)
3 a) Write a detailed summary of what needs to include in a a project

charter. Iden fy mathema cal models that can be used in the selec on
of new projects (10 marks)
b) Iden fy the elements that a project manager needs to decide withing a
project plan with the aid of a diagram (15 marks)
4 a) Iden fy the seven inputs that is required in the collec on of project
requirements (14 marks)
b) What is the purpose of the WBS (5 marks)
c) What is the purpose of the Kanban board (2 marks)
5 a) Iden fy the different type of costs that need to be considered in a

project (10 marks)
b) Explain the purpose cost control. Iden fy 5 areas that need to be
focused in controlling the budget (10 marks)
c) Iden fy 5 approaches to quality management (10 marks)
6 a) Iden fy seven approaches to manage resources (14 marks)

b) Explain the purpose of the RACI chart (5 marks)
c) Iden fy five phases of the team development process (5 marks)
7 a) Iden fy two types of non-events (4 marks)

b) State the methods that can be used to manage a risk (6 marks)
c) Differen ate qualita ve risk analysis and quan ta ve risk analysis (10
marks)
8 a) Define the following
• Project charter,
• project management plan,
• milestone list
• risk register
 graduated me and materials (10 marks)
9 a) Iden fy the steps of stakeholder analysis (6 marks)
b) What is the purpose of the power/influence grid (2 marks)
c) Iden fy the five engagement levels in crea ng the stakeholder

engagement plan (10 marks)
d) Explain the characteris cs of interpersonal skills (10 marks)
10 a) Define and explain exploratory tes ng (10 marks)

b) Iden fy the concepts that a scrum master can do to help an agile team
to become more cohesive and focus on the value the project creates
(10 marks)
1.1 Introduction
Study Unit 1: Managing a project in different
environment.
This study will explain the management of a project in an organization is affected by various factors, and
adherence to organizational rules is critical for both the project team and the project manager. The
project manager is expected to meet unique requirements, such as filling out forms, using specific
software and templates, among others. Compliance with regulations and laws is also necessary for
successful project completion. If the organization follows an Agile approach to project management,
specific guidelines must be implemented and followed. Furthermore, utilizing past project files, records,
and information databases can be leveraged and modified to ensure an improved project management
experience.
Learning outcomes:
 Explore Agile methodologies for project management.
 Learn how a project utilizes enterprise environmental factors.
 Discover how to work with organizational process assets.
 Understand how different organizations operate
 Learn the types of organizational structures and their characteristic.
Study Unit 2: Working as a project manager.

In this study unit you will understand the environment in which you work as a project manager is most
likely different from that of other readers of this book. Just like every project, the project's environment
is unique. Various types of projects, such as software development, construction, IT infrastructure, and
learning and development projects, exist in diverse environments. The environment plays a vital role in
these projects and in the projects you manage. It's essential to remember that there is no one-size-fitsall
approach that can be applied to all scenarios. The most effective way to function as a project manager
in your organization will depend on the environment, which is crucial to consider while preparing for
the exam.
Learning outcomes:
 Gain a comprehension of the responsibilities of a project manager

 Acquire knowledge of the project manager's impact on the project
 Develop an understanding of the necessary competencies for project
management.
 Acquire the skills to lead and manage a prosperous project.
 Familiarize oneself with project integration by studying it in detail.
Study Unit 3: Managing Project Integration

This study unit will look at project management integration. Project integration management involves
making decisions regarding trade-offs between competing objectives and options. As a project
manager, you may have experienced working with stakeholders who have conflicting requirements. For
instance, one stakeholder might want a house painted green while another wants it painted red.
Alternatively, a client may request an efficient, speedy network operating system for thousands of users,
but with a budget of only a few thousand dollars. To manage such competing objectives, negotiations,
balance, and numerous revisions may be necessary, which can be stressful and require careful
consideration.
Learning outcomes:
 Understand the role of project integration management for project
managers.
 Create a project charter.
 Develop a project management plan.
 Direct and manage project work.
 Manage project knowledge.
 Monitor and control project work.
 Familiarize oneself with integrated change control procedures.
 Successfully close a project or phase.
Study Unit 4: Managing Project Scope

This study unit examines how to manage the project scope. Managing the project scope is the project
manager’s job; it ensures that all the required work—and only the required work—is done to complete
the project successfully. Project scope management doesn’t permit Tony’s, or anyone else’s, additions
without proper change management. Scope management involves agreeing on what’s in the scope and
then defending that agreement.
Learning outcomes:
 Develop a plan for managing the project scope.

 Gather the project requirements.
 Define the project and product scope.
 Establish a work breakdown structure.
 Verify the project scope.
 Manage the project scope through control measures.
Study Unit 5: Managing Project Schedule

This study unit will discuss the management of project schedules for both predictive and agile projects.
The procedures involved in project schedule management are interdependent on each other, as well as
on other processes within the project management life cycle. For predictive projects, the critical path
approach is typically used for project schedule management. In contrast, time-boxed iterations or
sprints are utilized for project schedule and execution management in agile project
.
Learning outcomes:
 Plan schedule management.

 Define the project activities.
 Sequence the project activities.
 Estimate activity duration.
 Develop the project schedule.
Study Unit 6: Managing Project cost and Project

Quality
The study unit will enable you to understand that the financial aspect of projects is essential to move
them from start to finish. Project managers are often responsible for estimating, controlling, and
managing the finances required for the project. The project budget is utilized during project execution,
which involves the implementation of project management plans. The monitoring and controlling
processes are responsible for monitoring and controlling the project budget. Project cost management
is concerned with determining the cost of resources, including physical and human resources, necessary
to complete the project. This study unit will also focus on Project quality management involves the
collaboration of the project manager, project team, and the performing organization to guarantee that
the project operates according to the project plan, and the project deliverable adheres to the project
scope statement. The main objective of project quality management is to ensure that the project is
completed as planned, and the project deliverable meets the project requirements, and is useful for the
project customer. In agile projects, quality is all about providing value to the customer by producing
functional software
Learning outcomes:
 Estimate the costs of the project.

 Administer the budget for the project.
 Manage the control of project costs.
 Work with earned value management to assess the value of work
completed so far and measure progress.
 Understand that quality planning is an essential part of project
management.
 Identify quality control charts.
 Control quality in projects
Study Unit 7: Managing Project Resources and

Project Communication
This study unit covers the management of both human and physical resources required for project
management. As a project manager, your team looks to you for leadership, guidance, and inspiration.
It's your responsibility to clarify their project tasks, facilitate their work, and resolve any challenges or
conflicts that may arise within the project. Managing project communications involves various activities
related to project information, including creation, collection, distribution, storage, and retrieval. Project
managers play a crucial role in managing project communications daily. Project managers are
responsible for communicating with various stakeholders, including the project team, sponsors, vendors,
and the public.
Learning outcomes:
 Ability to estimate the resources required for project activities, including

human resources, materials, equipment, and other resources.
 Ability to identify and acquire the resources needed for the project,
including people, supplies, and equipment.
 Understanding of how to develop the project team, including training
and team-building activities.
 Ability to manage the project team, including addressing conflicts,

motivating team members, and monitoring performance.
 Discover that planning involves determining the information and
communication needs of the stakeholders.
 Understand that project managers need to establish the communication
channels, define who should communicate what, and ensure that the
message is received and understood.
 Effective communication ensures that all stakeholders are informed
about the project status, progress, issues, and risks.
 Understand that project project communication management also
involves monitoring and controlling communication to ensure that it is
effective, efficient, and timely.
Study Unit 8: Managing Project Risk

This study unit presents that a project risk is an uncertain event or condition that can have a positive or
negative impact on the project. Risks can have a positive impact and are known as opportunities. The
impact of the risk can be painful, costly, or can delay the project work. While some risks are good for
the project and should be accepted, others are not welcome. Risk is not always a bad thing, but project
managers often perceive it as such. Learning outcomes:
 Recognize potential project risks.

 Conduct qualitative assessment of project risks.
 Conduct quantitative assessment of project risks.
 Develop plans for risk responses.
 Execute the plans for risk responses.
 Monitor and manage the project risks.
Study Unit 9: Managing Project Procurement

The study unit will enable you to understand that projects typically require a range of resources such as
equipment, materials, software, and consultants to achieve their objectives. Project procurement
management is the process of acquiring the necessary resources to meet the project scope, and also
managing the delivery and control of the promises made between the buyer and the seller. In adaptive
projects, procurement management must consider the uncertainty of the project scope and its potential
impact on procurement processes.
Procurement management involves several steps including planning, soliciting seller information,
selecting a source, contract administration, and contract closure.
Learning outcomes:
 Choose project suppliers.

 Develop contracts for the project work.
 Manage and govern the contractual relationships.
 Terminate the contract with project suppliers at the end of the project.
Study Unit 10: Managing Project Stakeholders

The study unit enables you to understand that stakeholder management is not just about identifying
stakeholders, but it also involves planning for effective engagement with them, keeping them involved
throughout the project, and ensuring the project team is also engaged in the process.
Learning outcomes.
 Identify all the stakeholders involved in the project.

 Create a plan for managing stakeholders.
 Engage with stakeholders to ensure project success.
 Monitor the level of stakeholder engagement throughout the project.
Study Unit 11: Agile Project Management.

This study unit gives perspective on what is Agile Project Management. Agile project management is a
complex and constantly evolving topic. There are many different approaches to agile project
management, which can make it difficult to describe a definitive approach. Unlike waterfall project
management, where the project follows a linear path from initiation to closing, agile projects often
involve repetitive cycles, called iterations, that produce deliverable increments. While the PMP exam
primarily focuses on mainstream concepts of agile project management, hybrid projects that combine
both predictive and agile elements are becoming more common. These hybrid approaches are tailored
to the specific needs of each project and can vary greatly from one project to the next.
Learning outcomes:
 Understand how to lead in an agile project.

 Engagement with stakeholders
 Measure project performance
 Manage risk in Agile projects.
1.2 Purpose of module:

The purpose of this module is to provide students with a structured approach to planning, organizing,
managing, and executing projects efficiently and effectively. The module typically covers the essential
skills and knowledge required to successfully manage a project, including the project lifecycle, project
scope, time management, cost management, quality management, risk management, communication
management, and stakeholder management. It is designed to equip individuals with the tools,
techniques, and best practices needed to lead a project to successful completion, while meeting project
objectives, stakeholder requirements, and business goals. The module may also cover project
management software and tools to help manage projects more efficiently.
1.3 Credits: 10
1.4 Module Resources:

Prescribed textbook (s)
Phillip, J. 2021. PMP Project Management Professional All-in-One Exam Guide. First Edition. McGrawHill
ISBN: 978-1-26-046744-4
Supporting Resource(s)
Project Management Institute. 2017. A Guide to the Project Management Body of Knowledge (
PMBOK® Guide )—Sixth Edition (ENGLISH). Sixth Edition. ISBN: 978-1-62825-184-5
Textbook(s)
Greene, J. and Stellman, A. 2018. Head First PMP, 4th Edi on. Orielly Media Inc.
YouTube Video(s)
McLachlan, D. (2022). The Complete Project Management Body of Knowledge in One Video (PMBOK
7th Edition). Available at: https://www.youtube.com/watch?v=2gmCr40uT4U (Accessed 26 February
2023).
Edureka (2021). Project Management Full Course. Available at

https://www.youtube.com/watch?v=PqQqTAu_FiM. (Accessed 26 February 2023).
O’Reilly Video(s)
https://learning.oreilly.com/videos/learn-the-foundations/608082521VIDEOPAIML/
https://learning.oreilly.com/videos/project-management-for/2235601891001/
eBook(s)
Graham, N . and Portny, S. E. 2014. Project Management Essentials for Dummies. ISBN: 9780730319542
Aaltola, Kirsi. (2017). PROJECT MANAGEMENT HANDBOOK. ISBN: 978-951-799-452-2
Journals
Betts, M. and Lansley, P. 1995. International Journal of Project Management: A review of the first ten
years. International Journal of Project Management, 13(4)
Website(s)
Project management Institute. 2021. Available at: https://www.pmi.org/. [26 February 2023]
Project Times. 2023. Available at: https://www.projecttimes.com/. [26 February 2023]
Australian Securities Exchange. 2009. Market Information. Available from:

http://www.asx.com.au/professionals/market_information/index.htm. [5 July 2009]
Dataset(s)
Australian Bureau of Statistics. 2012. Australian demographic statistics 2012, Cat. no. 3101.0, Australian
Bureau of Statistics, Canberra. Available from: http://www.abs.gov.au. [26 October 2012].
Module International Examination(s)

International Exam Name Exam Code
Module International Examination(s) Lab(s)

Lab Code Platform(s)
The module introduction with the facilitator will cover:

• Overview of the module, including tasks and activities - expectations
• Timetable
• The Learner Guide
• The Learner Electronic Portfolio of Evidence
• Practical’s
• Research
• Group activities
• LABS
• International exams (if applicable)
• Assessment: The importance of completing all tasks in the EPoE; the neat and orderly
submission of evidence in the EPoE; all forms completed and signed
• WIL Component
• The Summative Assessment
• Programme Assessment timetable schedule
• Assessment Policy
• Self-Study time
• Please note: Hand out and submission days are clearly indicated on the lesson planner.
Students neglecting to submit projects by stated submission days will be penalized as per the
assessment policy.
• The semester is divided into fifteen (15) weeks of formal class time. Class sessions are divided
into theoretical, practical, group assignments, and research sessions. As part of students’
development, there will also be homework as given by the trainer.
1.5 Topics Covered
1. This chapter explained how the management of a project in an organization was affected
by various factors and how adherence to organizational rules was critical for both the
project team and the project manager. The project manager was expected to meet unique
requirements, such as filling out forms, using specific software and templates, among
others. Compliance with regulations and laws was also necessary for successful project
completion. If the organization followed an Agile approach to project management,
specific guidelines had to be implemented and followed. Furthermore, past project
files, records, and information databases were leveraged and modified to ensure an
improved project management experience..
Chapter 2 of the prescribed book must be covered.
1.1 Summary of the study unit
 This study explained how the management of a project in an organization was

affected by various factors, and adherence to organizational rules was critical
for both the project team and the project manager.
 The project manager was expected to meet unique requirements, such as filling
out forms, using specific software and templates, among others.
 Compliance with regulations and laws was also necessary for successful project
completion.
 If the organization followed an Agile approach to project management, specific
guidelines had to be implemented and followed.
 Furthermore, past project files, records, and information databases were
leveraged and modified to ensure an improved project management
experience.
1.2 Self-assessment and reflection
Answer the following questions to check whether you have achieved all the set
outcomes:
• You are working with your project team and stakeholders to plan out the project work. Some of
the resources are in Chicago and other resources are in London, UK. The distribution of
resources, such as in your project, are also known as what?
A. Enterprise environmental factors
B. Organizational process assets
C. Virtual team
D. Constraints
• 2.Understanding enterprise environmental factors is an important part of your role as a project

manager and an important part of the PMI exam. Of the following choices, which one is not an
enterprise environmental factor?
A. Employee capability
B. Infrastructure
C. Templates
D. Organizational culture
• 3.In your industry, your products must adhere to a government regulation. This government
regulation will affect how you manage your project. The government regulation in this scenario
is best described as which one of the following.
A. Organizational process asset
B. External enterprise environmental factor
C. Constraint
D. External constraint
• 4.As the project manager, you must work with your project team to identify the project phases
within the project schedule. To help with this identification, you are using the project plan and
project documents from a completed and similar project. These project files are commonly
known as what term?
A. Enterprise environmental factors
B. Lessons learned.
C. Organizational process assets
D. Supportive PMO
• 5.Governance framework is important for the success of the project, programs, and portfolios
within an organization. Governance framework addresses all the following items except for
which one?
A. Alignment with the organizational mission
B. Change control procedures.
C. Performance on time, cost, and scope
D. Communications with stakeholders
• 6.Mark is the owner of a small manufacturing company. He’s working with the assemblers,
production crew, and even the administrative staff to complete an order for a new client. There’s
no formal project manager on this project, but everyone is working together to complete the
project on time. What type of structure is Mark operating in?
A. Simple
B. Multidivisional
C. Project-oriented
D. Strong matrix
• 7.You are a project manager working as a scrum master. You, the product owner, and the
development team are reviewing the user stories that are of highest priority that will be selected
for the development team to take on during their next sprint. What meeting is taking place in
this scenario?
A. Sprint planning
B. Product backlog prioritization
C. Sprint review
D. Sprint retrospective
• 8.Marcy is the project manager of the GQD Project for her organization. She is working with
Stan, the project sponsor, and they are identifying the most likely phases for this type of project
work. Why would an organization divide a project into phases?
A. To provide better management and control of the project
B. To identify the work that will likely happen within a phase of the project.
C. To identify the resources necessary to complete a phase of the project.

D. To define the cash-flow requirements within each phase of the project
• 9.You are the project manager for your organization. Gary, a new project team member, is
working on multiple projects at once. He approaches you, worried about who he reports to. In
addition, Gary has a functional manager who is assigning him work. What type of structure are
you and Gary operating in?
A. Functional
B. Weak matrix
C. Program office
D. Project-oriented
• 10.You are the project manager of a new project. When is the likelihood of failing to achieve the
objectives the highest within your project?
A. There is not enough information provided to know for certain.
B. At the start of the project.
C. At the end of the project.
D. During the intermediate phases of the project.)

(10 Marks)
2. In this chapter, you understood that the environment in which you worked as a project
manager was most likely different from that of other readers of this book. Just like every
project, the project's environment was unique. Various types of projects, such as software
development, construction, IT infrastructure, and learning and development projects,
existed in diverse environments. The environment played a vital role in these projects
and in the projects you managed. It was essential to remember that there was no
onesize-fits-all approach that could be applied to all scenarios. The most effective way
to function as a project manager in your organization depended on the environment,
which was crucial to consider while preparing for the exam. Chapter
3 of the prescribed book must be covered.

 In this study unit, you understood that the environment in which you worked as
a project manager was most likely different from that of other readers of this
book.
 Just like every project, the project's environment was unique.

 Various types of projects, such as software development, construction, IT
infrastructure, and learning and development projects, existed in diverse
environments.
 The environment played a vital role in these projects and in the projects you
managed.
 It was essential to remember that there was no one-size-fits-all approach that
could be applied to all scenarios.
 The most effective way to function as a project manager in your organization
depended on the environment, which was crucial to consider while preparing
for the exam.
outcomes:
• You know that leadership and project management are not the same thing, but they are
connected. Leaders and managers rely on communications within a project to help motivate,
manage, and ensure that the project is moving forward toward its objectives. In communicating,
the receiver restates what the sender has said to clarify the message and to enable the sender
to offer more clarity if needed. What is this communication component called?
A. Active listening
B. Sender-receiver model
C. Communications planning
D. Leader listening
• You are the project manager for your organization and you’re working with a new client to start
a project at the client’s site. You and the client are negotiating the price, schedule, and other
concerns for a contract for the new project. In the negotiating, you and the client should be
negotiating for what result?
A. Best price for the contracted work
B. Fair agreement for both the client and the vendor

C. Most profit for the contracted work
D. Risk distribution between the two parties
• 3.You are the project manager of the Systems Upgrade Project for your organization. As a
project manager, you want to influence the organization and the project team for the better.
What two key aspects are most helpful in influencing your organization as a project manager?
A. Management and leadership
B. Communication skills and a positive attitude
C. Experience and knowledge
D. Experience and willingness to learn
• Beth is a new project manager for her company and she’s working with her project team utilizing
the Scrum approach to project management. In the Scrum environment, all of the roles take on
the project management activities except for which one?
A. Product owner
B. Scrum master
C. Project team
D. Development team
• Teresa is the project manager for her department. She has been working with her manager to
examine her skills and her career. Her manager believes that Teresa should take more training
in a project management information system to make her a better project manager in her
organization. Teresa agrees, though she feels that she doesn’t know much about the project
management information system her department uses. In the five steps of competence, where
is Teresa with this realization?
A. Unconsciously competent
B. Consciously competent
C. Consciously incompetent
D. Unconsciously incompetent
• As a PMP candidate in an environment utilizing XP, you understand that there is no project
manager role in this framework. However, XP does utilize a role that is identified as a person
who enforces the rules of XP, remains calm in times of trouble, and helps the team to become
self-reliant. What is the name of this role in an XP environment?
A. Manager
B. Servant leader
C. Coach
D. Product owner
• While management is about getting things done, leadership is said to be about motivating
people. You know that leadership is a desirable trait for a project manager and is heavily
referenced throughout the PMBOK Guide. Which one of the following characteristics is not an
attribute of leadership?
A. Fiscal responsibility
B. Respect for others
C. Problem-solving ability
D. Desire to learn and improve.
• 8.You are the project manager for your organization. Your current project has more than 100
stakeholders. Some of the stakeholders have competing objectives and are trying to leverage
your project to meet their personal objectives. Influencing your organization requires which of
the following?
A. An understanding of the organizational budget
B. Research and documentation of proven business cases
C. An understanding of formal and informal organizational systems
D. Positional power
• Mark is a new project manager in his company. Before joining this company, Mark worked as a
project manager for more than 20 years at an IT service provider. Mark has a deep
understanding of electronics, software development, and data warehouse technology and is
considered an expert in his field. His current project team, however, is pushing back on his
recommendations and challenging his knowledge on the project. Since Mark is new, the project
team reasons, he likely doesn’t understand how things work in the organization. What type of
power does Mark have in this scenario?
A. Expert
B. Positional
C. Situational
D. Informational
• What type of power does a project manager have when the team admires the project manager
because they’ve worked with her before the current project or they know of her reputation as a
project manager?
A. Situational
B. Referent
C. Personal
D. Expert.
(20 Marks)
3. This chapter looked at project management integration. Project integration management

involved making decisions regarding trade-offs between competing objectives and
options. As a project manager, you may have experienced working with stakeholders who
had conflicting requirements. For instance, one stakeholder might have wanted a house
painted green while another wanted it painted red. Alternatively, a client may have
requested an efficient, speedy network operating system for thousands of users, but
with a budget of only a few thousand dollars. To manage such competing objectives,
negotiations, balance, and numerous revisions may have been necessary,
which could be stressful and require careful consideration. Chapter
 This study unit looked at project management integration.

 Project integration management involved making decisions regarding trade-offs
between competing objectives and options.
 As a project manager, you might have experienced working with stakeholders
who had conflicting requirements.
 For instance, one stakeholder might have wanted a house painted green while
another wanted it painted red.
 Alternatively, a client might have requested an efficient, speedy network
operating system for thousands of users, but with a budget of only a few
thousand dollars.
 To manage such competing objectives, negotiations, balance, and numerous
revisions might have been necessary, which could have been stressful and
required careful consideration.
outcomes:
• Identify the qualities of a project manager required in leadership (10 Marks)

• Identify the types of power that can affect your role as a project manager (10 Marks)
• Discuss the available leadership styles (5 Marks) 
Define what is meant by content-level integration (4
Marks)
• State the areas in which management utilises positional power (4 Marks)
4. This chapter examined how to manage the project scope. Managing the project scope was
the project manager’s job; it ensured that all the required work—and only the required
work—was done to complete the project successfully. Project scope management didn’t
permit Tony’s, or anyone else’s, additions without proper change management. Scope
management involved agreeing on what was in the scope and then defending that
agreement. Chapter 5 of the prescribed book must be covered.
 This study unit examined how to manage the project scope.

 Managing the project scope was the project manager's job; it ensured that all
the required work—and only the required work—was done to complete the
project successfully.
 Project scope management did not permit Tony's, or anyone else's, additions
without proper change management.
 Scope management involved agreeing on what was in the scope and then
defending that agreement.
outcomes:
• Identify the contents of a project scope management plan (5 Marks)

• State the areas of input in which the project requirements are gathered from (5 Marks)
• Identify and explain five (5) data gathering techniques (10 Marks)
• List 5 types of requirements (5 Marks)
• Identify the inputs of project scope (10 Marks)
5. This study unit discussed the management of project schedules for both predictive and
agile projects. The procedures involved in project schedule management were
interdependent on each other, as well as on other processes within the project
management life cycle. For predictive projects, the critical path approach was typically
used for project schedule management. In contrast, time-boxed iterations or sprints
were utilized for project schedule and execution management in agile . Chapter 6 of
the prescribed book must be covered.
 This study unit discussed the management of project schedules for both
predictive and agile projects.
 The procedures involved in project schedule management were
interdependent on each other, as well as on other processes within the
project management life cycle.
 For predictive projects, the critical path approach was typically used for
project schedule management.
 In contrast, time-boxed iterations or sprints were utilized for project
schedule and execution management in agile projects..
outcomes:
• What are the major components of a management plan (5 Marks)

• Identify ten (10) examples of activity attributes (10 Marks)
• Explain what is meant by a milestone (3 Marks)
• State the purpose of a Work Breakdown Structure (6 Mark)
• In creating Network Diagrams explain the following abbreviations. FS, SS, FF, and SF (10 Marks)
• Differentiate between a Lead and a Lag (4 Marks)
6. The chapter enabled you to understand that the financial aspect of projects was essential
to move them from start to finish. Project managers were often responsible for estimating,
controlling, and managing the finances required for the project. The project budget was utilized
during project execution, which involved the implementation of project management plans. The
monitoring and controlling processes were responsible for monitoring and controlling
the project budget. Project cost management was concerned with determining the cost
of resources, including physical and human resources, necessary to complete the
project. This study unit also focused on project quality management, which involved
the collaboration of the project manager, project team, and the performing organization to
guarantee that the project operated according to the project plan, and the project deliverable
adhered to the project scope statement. The main objective of project quality management was
to ensure that the project was completed as planned, and the project deliverable met the project
requirements, and was useful for the project customer. In agile projects, quality was all about
providing value to the customer by producing functional software. Chapter 7 and 8 of the
prescribed book must be covered.
 The study unit enabled you to understand that the financial aspect of
projects was essential to move them from start to finish.
 Project managers were often responsible for estimating, controlling, and
managing the finances required for the project.
 The project budget was utilized during project execution, which involved
the implementation of project management plans.
 The monitoring and controlling processes were responsible for
monitoring and controlling the project budget.
 Project cost management was concerned with determining the cost of
resources, including physical and human resources, necessary to
complete the project.
 This study unit also focused on project quality management, which
involved the collaboration of the project manager, project team, and the
performing organization to guarantee that the project operated according
to the project plan, and the project deliverable adhered to the project
scope statement.
 The main objective of project quality management was to ensure that the
project was completed as planned, and the project deliverable met the
project requirements, and was useful for the project customer.
 In agile projects, quality was all about providing value to the customer by
producing functional software.
outcomes:
• Identify the contents of a cost management plan (5 (Marks)
• List the three generally accepted type of cost estimated (6 Marks)
• Which assets can be used in cost estimation (10 Marks)
• Differentiate between a three-point estimate and a bottom-up estimate (4 Marks)
• Identify the four variance of project estimation (8 Marks)
7. This study unit covered the management of both human and physical resources required
for project management. As a project manager, your team looked to you for leadership,
guidance, and inspiration. It was your responsibility to clarify their project tasks, facilitate
their work, and resolve any challenges or conflicts that may have arisen within the project.
Managing project communications involved various activities related to project
information, including creation, collection, distribution, storage, and retrieval. Project
managers played a crucial role in managing project communications daily. Project
managers were responsible for communicating with various stakeholders, including
the project team, sponsors, vendors, and the public.. Chapter
 This study unit covered the management of both human and physical
resources required for project management.
 As a project manager, the team looked to you for leadership, guidance,
and inspiration.
 It was your responsibility to clarify their project tasks, facilitate their work,
and resolve any challenges or conflicts that may have arisen within the
project.
 Managing project communications involved various activities related to
project information, including creation, collection, distribution, storage,
and retrieval.
 Project managers played a crucial role in managing project
communications daily.
 Project managers were responsible for communicating with various
stakeholders, including the project team, sponsors, vendors, and the
public.
outcomes:
• What is the consideration that should be considered when tailoring quality in an organisation
(4 Marks)
• List and explain the five approaches to quality management (10 Marks)
• Explain the bench marking process (6 Marks)
• Identify three (3) data representation techniques (6 Marks)
• Explain what root-cause analysis (5 Marks)
8. This chapter presented that a project risk was an uncertain event or condition that could
have a positive or negative impact on the project. Risks could have a positive impact and
were known as opportunities. The impact of the risk could be painful, costly, or could have
delayed the project work. While some risks were good for the project and should have
been accepted, others were not welcome. Risk was not always a bad thing, but project
managers often perceived it as such.
 This study unit presented that a project risk was an uncertain event or condition
that could have a positive or negative impact on the project.
 Risks could have a positive impact and were known as opportunities.

 The impact of the risk could be painful, costly, or could delay the project work.
 While some risks were good for the project and should be accepted, others were
not welcome.
 Risk was not always a bad thing, but project managers often perceived it as such.
outcomes:
• List and explain any five (5 ) factors that need to be taken into consideration for a data gathering
session to be successful. (15 Marks)
What are project resources?
• How do you identify the resources needed for a project? (4 Marks) 
How do you allocate resources to different tasks in a project? (3
Marks)  What are some common challenges in managing project resources?
(3 Marks)  How do you manage resource conflicts in a project?
(4 Marks)  How do you track resource usage and progress in a project?
(5 Marks)
• How do you adjust resource allocation when there are changes to the project scope or timeline?
(3 Marks)
• How do you ensure that project resources are being used effectively and efficiently? (2 Marks)
• How do you measure the success of resource management in a project? (4 Marks)
• What tools or software can you use to help manage project resources (6 Marks)
9. The study unit enabled you to understand that projects typically required a range of resources
such as equipment, materials, software, and consultants to achieve their objectives. Project
procurement management was the process of acquiring the necessary resources to meet the
project scope, and also managing the delivery and control of the promises made between the
buyer and the seller. In adaptive projects, procurement management had to consider
the uncertainty of the project scope and its potential impact on procurement
processes. Procurement management involved several steps including planning,
soliciting seller information, selecting a source, contract administration, and contract
closure.
 The study unit enabled you to understand that projects typically required a
range of resources such as equipment, materials, software, and consultants to
achieve their objectives.
 Project procurement management was the process of acquiring the necessary

resources to meet the project scope and managing the delivery and control of
the promises made between the buyer and the seller.
 In adaptive projects, procurement management had to consider the uncertainty
of the project scope and its potential impact on procurement processes.
 Procurement management involved several steps including planning, soliciting
seller information, selecting a source, contract administration, and contract
closure.
outcomes:
• Why is effective communication important in project management? (5 Marks) 
How do you identify communication needs for a project? (6
Marks)  What are the key components of a project communication plan?
(6 Marks)
• How do you ensure that project stakeholders are informed and engaged throughout the project
lifecycle? (5
Marks)
• How do you manage communication between team members working on the project? (2 Marks)
 What are some common challenges in project communication, and how do you
overcome them?
• How do you tailor communication to different stakeholders, such as executives, project
sponsors, and team members? (4 Marks)
10. The enabled you to understand that stakeholder management was not just about
identifying stakeholders, but it also involved planning for effective engagement with
them, keeping them involved throughout the project, and ensuring the project team was
also engaged in the process.
 The study unit enabled you to understand that stakeholder management was
not just about identifying stakeholders, but it also involved planning for effective
engagement with them, keeping them involved throughout the project, and
ensuring the project team was also engaged in the process.
 Stakeholder management required planning for effective engagement with

stakeholders.
 Stakeholder management involved keeping stakeholders involved throughout
the project.
 Stakeholder management was responsible for ensuring the project team was
engaged in the process.
outcomes:
• What is project risk management? (4 Marks) 
How do you identify and assess project risks? (5 Marks)
• What are the different types of project risks? (10 Marks)
 How do you prioritize project risks and decide which ones to address first? (3 Marks)
 What are some common risk mitigation strategies? (4 marks)
 How do you monitor and control risks throughout the project lifecycle? (6 Marks)
 How do you communicate project risks to stakeholders? (5 Marks)
 How do you integrate risk management into project planning and execution? (5 Marks)
 How do you measure the effectiveness of risk management in a project? (5 Marks)
 What tools or software can you use to help manage project risks? (3 Marks)
11. This study unit gave perspective on what Agile Project Management is. Agile project
management was a complex and constantly evolving topic. There were many different
approaches to agile project management, which made it difficult to describe a definitive
approach. Unlike waterfall project management, where the project followed a linear path
from initiation to closing, agile projects often involved repetitive cycles, called
iterations, that produced deliverable increments. While the PMP exam primarily
focused on mainstream concepts of agile project management, hybrid projects that
combined both predictive and agile elements became more common. These hybrid
approaches were tailored to the specific needs of each project and could vary greatly from
one
project to the next.. Chapter 11 of the
prescribed book must be covered.
 This study unit provided perspective on what Agile Project Management

was.
 Agile project management was a complex and constantly evolving topic.
 There were many different approaches to agile project management,
which made it difficult to describe a definitive approach.
 Unlike waterfall project management, where the project followed a linear
path from initiation to closing, agile projects often involved repetitive
cycles, called iterations, that produced deliverable increments.
 While the PMP exam primarily focused on mainstream concepts of agile
project management, hybrid projects that combined both predictive and
agile elements became more common.
 These hybrid approaches were tailored to the specific needs of each
project and could vary greatly from one project to the next.
outcomes:
• What is project procurement management? (6 Marks) 

How do you identify procurement needs for a project? (4 Marks)
• What are the different types of procurement contracts? (4 Marks)
• How do you select and evaluate potential vendors or suppliers? (5 Marks) 
How do you negotiate and manage contracts with vendors or suppliers? (5 Marks) 
How do you ensure that procurement activities are transparent and ethical? (4 Marks) 
How do you manage procurement risks, such as vendor bankruptcy or delivery delays?
(4 marks)
• How do you track and manage project expenses related to procurement? (4 Marks) 
How do you manage changes to procurement requirements or contracts? (4 Marks)
• How do you measure the effectiveness of procurement management in a project? (4 Marks)
12. The study unit explored the activities of design, prototyping, and construction.
Prototyping and scenarios are used throughout the design process to test ideas for
feasibility and user acceptance. We have looked at different forms of prototyping, and
the activities have encouraged you to think about and apply prototyping techniques in
the design process. Chapter 12 of the prescribed book must be covered.
 Prototyping may be low fidelity (such as paper-based) or high fidelity

(such as software-based).
 High-fidelity prototypes may be vertical or horizontal.
 Low-fidelity prototypes are quick and easy to produce and modify, and
they are used in the early stages of design.
 Ready-made software and hardware components support the creation of
prototypes.
 There are two aspects to the design activity: conceptual design and
concrete design.
 Conceptual design develops an outline of what people can do with a
product and what concepts are needed to understand how to interact with
it, while concrete design specifies the details of the design such as layout
and navigation.
 We have explored three approaches to help you develop an initial
conceptual model: interface metaphors, interaction styles, and interface
styles.
 An initial conceptual model may be expanded by considering which
functions the product will perform (and which the user will perform), how
those functions are related, and what information is required to support
them.
 Scenarios and prototypes can be used effectively in design to explore

ideas.
 Physical computing kits and software development kits facilitate the
transition from design to construction.
Self-assessment and reflection

outcomes:
• Who are project stakeholders? (4 Marks)

• How do you identify and prioritize project stakeholders? (6 marks)  What are the different
types of project stakeholders? (5 Marks)
• How do you engage and communicate with project stakeholders? (4 marks)
• How do you manage stakeholder expectations? (5 Marks)
• What are some common challenges in managing project stakeholders, and how do you
overcome them? (4 marks)
• How do you build and maintain positive relationships with project stakeholders? (4 Marks)
• How do you manage stakeholder conflicts? (5 Mark)
• How do you measure the effectiveness of stakeholder management in a project? (3 Marks)
• What tools or techniques can you use to help manage project stakeholders? (3 Marks)
Bibliography
ADDENDUMS
The following templates are attached, and must be completed as per the due dates in the Academic
Calendar and the FET Academic and QA Guide for Academic Managers:  Facilitator Evaluations
completed by Learners.
• Programme Evaluations completed by Learners
• Learner Query Form [Please note, for a quicker response, complaints can also be entered in the
Complaints Register at Reception
FACILITATOR EVALUATIONS COMPLETED BY LEARNERS
Name of Campus:
Name of Programme:
Name of Module:
Name of Facilitator:
Name of Learner:
Date Completed:
Instructions to learners:
1. Use a black or blue pen
Areas: Rating: Comment on what the facilitator does really well in How can the facilitator improve in this area? Please
this area: provide specific feedback for the facilitator
1 The facilitator generally establishes a
suitable mood for learning
2. Write in block letters

3. Provide relevant ratings for 1 - 16
4. Where written responses are required, please provide as much information as possible
5. These surveys are treated as confidential, as general feedback is provided to the facilitator without mentioning names
Please rate your facilitator, adding constructive comments. Use the following rating scale: 4 - Outstanding
3 - Good
2 - Fair
1 - Poor
2 The facilitator motivates all learners to learn

new information
3 The facilitator explains the usefulness of the
content in relation to the workplace.
4 The facilitator introduces the session and

outlines the content.
5 The facilitator clearly writes the learning

objectives for each session on the
whiteboard.
6 The facilitator is punctual and paces the

session well, allowing time for questions and
learner interaction.
7 The facilitator clarifies/explains new concepts
8 The facilitator evaluates learners’

understanding periodically by asking
questions.
9 The facilitator walks around the class when
we are doing group activities, assisting
various groups.
10 The facilitator uses visual aids to make the

lesson more interesting.
11 The facilitator makes eye contact with the

learners.
12 The facilitator speaks loud enough for all to

hear.
13 Attendance registers are signed in every

session.
14 The facilitator makes our sessions interesting.
15 The facilitator is a subject matter expert.
16 Overall rating of the facilitator, and general

comments:
PROGRAMME EVALUATIONS COMPLETED BY LEARNERS
Instructions to learners:
1. Use a black or blue pen

2. Write in block letters
3. Tick the appropriate block where requested
4. Where written responses are required, please provide as much information as possible
Name of Student:
Name of Programme:
Full time/Part time:
Name of Site: Date:
A. OVERALL ASPECTS YES NO

1 Did you take part in an Orientation Session?
2 Did you receive your course material on time?
3 Were you provided with career guidance by a staff member at the

beginning (e.g. Sales Consultant, Academic Manager, Facilitator)?
4 Have you studied at other tertiary institutions before?
5 Is this the first time you are studying at CTU?
6 Are you enjoying the programme you have enrolled in thus far?
7 Would you recommend CTU as a reputable tertiary institution?
If ‘Yes’, please motivate:
If ‘No’, state the reasons why not:

8 What are your highest qualifications?
9 What are your expectations of this course?
10 What do you hope to achieve once you have graduated?
11 What other courses would you like to see CTU offering?
B. ABOUT THE LEARNING PROGRAMME YES NO

1 Do you think the course material is understandable?
2 Is your facilitator well-versed in the course?

3 Does your facilitator introduce the lesson and the outcomes that need
to be achieved at the beginning of the session?
4 Does your facilitator summarise the important points at the end of the
lesson?
5 Does the facilitator lecture in a manner that is easy to understand?
6 Do you feel you can approach your facilitator to clarify the content?
7 Are you constantly reminded by the facilitator how the knowledge you
are gaining will be applied in the workplace?
8 Do you have access to all the facilities required by the course?
If ‘no’, state what is required:
9 Do you feel that you need extra learner support in order to pass?
If ‘yes’, please state the support required:
10 What aspects of the programme have you enjoyed the most so far?
11 What aspects of the programme have you enjoyed the least so far?
12 What would you like to see added to this programme?
13 List any improvements you would like to see in the content of the course.
C. ASSESSMENTS YES NO
1 Was an assessment briefing conducted with you at the beginning of the
course in which the assessment principles, strategies, etc. were
explained to you?
2 Do you understand how your programme will be assessed (i.e.

formative and summative assessments)?
3 Has the compulsory Work Integrated Learning component been

explained to you?
4 Do you understand what is expected of you regarding the WIL

component?
This section must ONLY be completed by learners who have enrolled for FULL or SKILLs
programmes (not short programmes):
YES NO
1 Have you been issued with a Learner Portfolio of Evidence?
2 Have you completed the Assessment Plan in your Portfolio?

3 Have all sections in the front of your PoE (Admin Section) been
completed, dated, and signed by all parties?
4 Do the activities in the PoE effectively help you to achieve the learning
outcomes of the programme?
5 Is the assessment process fair (valid)?
6 Is the assessment process accurate?
7 Are you placing sufficient evidence in your portfolio in order for the
Assessor to reach a competency decision?
8 Does the facilitator clearly indicate the assessment requirements and

criteria before an activity?
9 Do you know how to appeal an assessment decision?
D. RATINGS
1. How would you rate your studying experience at CTU (facilities, receiving of course material,
and assessment process)?
 Excellent
 Very Good
 Good
 Average
 Poor
2. How would you rate the facilitator’s overall delivery and knowledge of the course?
 Excellent
 Very Good
 Good
 Average
 Poor
GENERAL COMMENTS ABOUT THE PROGRAMME:

Thank you for your time
LEARNER QUERY FORM
CAMPUS _____________________
Date Time Student No.
Surname First Names
Contact No. E-Mail Address
Query:
OFFICE USE ONLY
(NB. Staff responsible for the query must sign the Complaints Register Book/File to record receipt of the
query)
Name of person responsible for query:

Date Student Time Student
Contacted Contacted
Points to note regarding Query:
Signature of staff: Signature of Reception:
Once the query is completed, this form is returned to reception for signature, and also for reception, to
be filed in the Complaints Register.

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Introduction to

Cloud Solution Engineer

2. About the Qualification in FET Certificate:

2.2 Purpose of the Qualification

2.3 Learner Entry Requirements

Cloud Solution Engineer

Introduction to Project Cloud Administration Computer and Cloud

Message Administra on Cloud Database Fundamentals

3.1 Learner Instructions

3.2 Use of electronic equipment

4.1 Technical Requirements

Microsoft Azure Administrator AZ-104

Microsoft Azure Security Technologies AZ-500

Designing Microsoft Azure Infrastructure AZ-305

Optional Exams Name Exam Code

Designing an Azure Data Solution DP-201

Microsoft 365 Messaging MS-203

Process Activity Related Documents

Learner Orientation takes place

Diagnostic Assessments completed for Literacy, Diagnostic Assessment

Certified copies of ID and

Learners complete all required EPoE activities EPoE

Facilitators compile ‘Learner-At-Risk’ Reports At Risk Reports

Progress Reports are compiled for learners Results Letters

Learners complete Programme Evaluations Programme Evaluations

Learners complete Facilitator Evaluations Facilitator Evaluations

before the Summative Assessment,

Learners complete WIL component WIL Logbook

Learners receive Transcripts with Summative Answer Scripts/PoE

SETA/ETQA certifies learners Certificate

Learner signs for certificate received

International exams to be booked as per the

Certificate issued by international examination Certificate

5. Work Integrated Learning

qualification, as it will guide you towards assessment.

6.2 Electronic Portfolio of Evidence

Submission deadlines for formative assessments

6.4 Summative assessments

An examination (summative assessment) will be conducted in all modules.

Formative 1 Formative 2 Formative 3

Formative assessments (50%) + Summative assessment (50%) = Final mark

Assessment Preparation Guidelines

Type of Format of the Assessment Resources required

Formative 2 Open Book Prescribed book and Software

Assessment Submission date

Intro to Project Semester 1 FA1, N/A Yes

Cloud Administration Semester 1 N/A Yes

Computer and Cloud Semester 1 FA1, N/A Yes

Database Fundamentals Semester 2 FA1, N/A Yes

Messaging Administration Semester 2 FA1, N/A Yes

7. How to use the guide:

The following icons will be used in the study guide:

Indicates the self-assessment questions that must be completed by the student.

Indicates group assignments to be completed.

Indicates Individual assignments to be completed by the student

Indicates all assignments that must be submitted for assessment

8. Plagiarism and copying

8.2 How is plagiarism committed?

8.3 Plagiarism involves copying the following:

8.4 How can you avoid plagiarism?

Please complete the declaration of authenticity below for all assignments:

Signature: _____________________________ Date: _____________

Topics Covered Lecture Weeks

Student Holiday 25/03/2024 – 01/04/2024

Signature: _________________ Date: _