BSB51415 - Diploma of Project Management - NSW Light Rail Project - Internal And External Stakeholders - Management Assignment Help

Assignment Task

Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

•    Australian Human Rights Commission Act 1986
•    Age Discrimination Act 2004
•    Disability Discrimination Act 1992
•    Racial Discrimination Act 1975
•    Sex Discrimination Act 1984
•    Code of ethics and codes of conduct
•    Ethical Principles in the Workplace
•    Codes of practice
•    The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
•    Occupational Health and Safety Act 2004
•    Work Health and Safety Act 2011 

Purpose of the Checklist 
The Pre-assessment Checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the Checklist with the student before the student attempts the assessment task. If any items on the Checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students 
•Please make sure you have completed the necessary prior learning before attempting this assessment. 
•Please make sure your Trainer/Assessor clearly explained the assessment process and tasks to be completed. 
•Please make sure you understand what evidence is required to be collected and how. 
•Please make sure you know your rights and the Complaints and Appeal process.  Refer to the Kent Complaints & Appeals Policy & Procedure (Student Policies and Forms > POLICY– Complaints and Appeals Policy & Procedure – Student Login Required)
•Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix in this Unit Assessment Pack and negotiate these with your Trainer/Assessor). 
•Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
•Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). 
•Due date of this assessment task is according to your timetable. 
•In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.  
•Evidence and/or support documentation of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. 
•Request for an extension to submit your assessment work must be made before the due date of this assessment task. 
Section 2: Reasonable adjustments
•Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. 
•Please note, integrity of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. 
•The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. 
•Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. 
•Trainer/Assessor must notify the VET Department for any reasonable adjustments made. 
 

Questions

(a)Identify four types of stakeholders in the NSW Light Rail Project. For the four types of stakeholders you identified, what might their interests be? 
(b)Define the following forms of engagement: Collaborating, Consulting, Empowering, Informing, Involving. Which types of engagement are most suitable for each of the stakeholders mentioned in question (a). 

(c)With reference to the NSW Light Rail project, identify other internal and/or external stakeholders involved. What might their expectations be in regards to their interests? Describe their requirements in regards to their interests. Plot the stakeholders mentioned in question (a) according to the Power vs Interest Grid. 

d) Explain your understanding about the levels and means of stakeholder engagement in details.
 

e)Different types of conflict — including task conflict, relationship conflict, and value conflict—may benefit from different approaches to conflict resolution. Briefly outline three styles of conflict management. 

b)Describe and give examples of the following interpersonal styles: Aggressive, Passive aggressive, Passive, and Assertive. 

Describe the following project roles in the NSW Light Rail Project and their impact on a project: Accountabilities, Authorities, Delegations, Reporting arrangements, Responsibilities. How can you deal with differences between your stakeholders? 

f)What types of stakeholder performance reviews can you conduct? When you use performance reviews to modify objectives or create new ones, what qualities do the objectives need to have? 

g)Name three possible development needs. Name three possible opportunities. How should you approach addressing individual development needs? 

h)What communication considerations need to be made with your stakeholders in the NSW Light Rail Project? How can you segment stakeholders according to level of understanding? 

i)    Choose three of the following communication methods:
•    Direct and indirect
•    Face-to-face
•    Discussions
•    Interviews
•    Large and small meetings
•    Forums and workshops
•    Use of communications media

In regards to the NSW Light Rail Project and the stakeholder engaging in the project, which communication methods might work best in. (200 words)

i)Why is it important to communicate within authority levels? What are variances? How can you identify and address them? 

j)Develop and implement stakeholder engagement plan for “Sydney Light Rail” project. 

k)Demonstrating effective team leadership for project team and stakeholders (such as leadership styles or strategies to perform effective work in the project). 

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