2016

IMPLEMENT PROJECT ADMINISTATION PROCESS ACCORDING

TO REQUIREMENTS
UNIT STANDARD: 10139
NQF LEVEL: 4
CREDITS: 5
NOTIONAL HOURS: 50

LEARNER GUIDE

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Contact Address
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Table of Contents
HOW TO USE THIS GUIDE ..................................................................................................... 3
ICONS ...................................................................................................................................... 3
PROGRAMME OVERVIEW ..................................................................................................... 3
PURPOSE ................................................................................................................................ 4
LEARNING ASSUMPTIONS .................................................................................................... 4
HOW YOU WILL LEARN ......................................................................................................... 4
HOW YOU WILL BE ASSESSED ............................................................................................ 4
FORMATIVE ASSESSMENT ................................................................................................... 4
SUMMATIVE ASSESSMENT .................................................................................................. 5
SECTION 1: IMPLEMENTING PROCESSES AND STANDARDS TO PROJECT CHANGE
CONTROL ............................................................................................................................................... 8
1.1 INTRODUCTION ................................................................................................................ 9
1.2 REASONS FOR CHANGES IN PROJECTS ...................................................................... 9
1.3 PROJECT CHANGE CONTROL PROCESS ................................................................... 12
1.4 CHANGE CONTROL STAKEHOLDERS ......................................................................... 14
1.5 COMMUNICATING CHANGE REQUEST PROCEDURES ............................................. 16
1.6 CHANGE REQUEST TEMPLATES ................................................................................. 22
1.7 STORAGE AND MAINTENANCE OF CHANGE REQUEST DOCUMENTS .................... 23
SECTION 2: COMMUNICATING AND UPDATING CHANGE REQUESTS ......................................... 27
2.1 INTRODUCTION .............................................................................................................. 28
2.2 CHANGE REQUEST TRANSITIONS ............................................................................... 28
2.3 TRACKING, RECORDING AND REPORTING CHANGE REQUEST STATUS............... 31
2.4 COMMUNICATING WITH IMPACTED STAKEHOLDERS ............................................... 34
SECTION 3: ADMINISTERING THE PROJECT LIBRARY TO SUPPORT CHANGE .......................... 37
3.1 INTRODUCTION .............................................................................................................. 38
3.2 CHANGING APPROVED DOCUMENTS ......................................................................... 39
3.3 COMMUNICATING CHANGED DOCUMENTS ............................................................... 39
3.4 STAKEHOLDERS TO BE INFORMED OF CHANGES .................................................... 40
SECTION 4: PROJECT RISK MANAGEMENT STATEMENTS AND PLANS...................................... 42
4.1 INTRODUCTION .............................................................................................................. 43
4.2 MAINTENANCE OF PROJECT ORGANISATIONAL INFORMATION ............................. 44
4.3 MAINTAINING COMMUNICATION PLANS AND DISTRIBUTION LIST .......................... 46
4.4 MAINTAINING PROJECT STAFF INFORMATION .......................................................... 46

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HOW TO USE THIS GUIDE

This workbook belongs to you. It is designed to serve as a guide for the duration of your training
programme and as a resource for after the time. It contains readings, activities, and application
aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes
and assessment criteria. Follow along in the guide as the facilitator takes you through the
material, and feel free to make notes and diagrams that will help you to clarify or retain
information. Jot down things that work well or ideas that come from the group. Also, note any
points you would like to explore further. Participate actively in the skill practice activities, as they
will give you an opportunity to gain insights from other people’s experiences and to practice the
skills. Do not forget to share your own experiences so that others can learn from you too.

ICONS

For ease of reference, an icon will indicate different activities. The following icons indicate
different activities in the manual.

Outcomes Individual activity

Assessment Criteria Note!

Practical activity Reflection

Notes (Blank) Group Discussion

Definition Summaries

Additional Reading Example

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PROGRAMME OVERVIEW

PURPOSE

This unit standard is for learners who will be involved in project management teams or involved in
building small project management teams. These projects may be technical projects, business
projects or developmental projects and will cut across a range of economic sectors. This standard
will also add value to learners who are running their own business and recognise that project
management forms an integral component of any business. Learners acquiring this standard will
be able to implement processes and standards to support project change control, update and
communicate status of change requests and administer project library to support change. Learners
will also be able to maintain project organisational information.

The qualifying learner is capable of:

 Implementing process and standards to support project change control and configuration
management.
 Updating and communicating status of change requests.
 Administering the project library/ repository to support change to affected items.
 Maintaining project organisational information.

LEARNING ASSUMPTIONS
Learners accessing this qualification will have demonstrated competence against standards in
project management practices or equivalent of NQF Level 3.

HOW YOU WILL LEARN

The programme methodology includes facilitator presentations, readings, individual activities,

group discussions, and skill application exercises.

HOW YOU WILL BE ASSESSED

This programme has been aligned to registered unit standards. You will be assessed against the
outcomes of the unit standards by completing a knowledge assignment that covers the essential
embedded knowledge stipulated in the unit standards. When you are assessed as competent
against the unit standards, you will receive a certificate of competence and be awarded 5 credits
towards a National Qualification.

FORMATIVE ASSESSMENT

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In each Learner Guide, several activities are spaced within the content to assist you in
understanding the material through application. Activities in the learner manual are not for
assessments. Formative assessments are in a separate module written formative assessment.
Please make sure that you complete ALL activities in the Formative Assessment Guide, Formative
activities must be completed at the end of each section.

SUMMATIVE ASSESSMENT
You will be required to complete a Portfolio of Evidence for summative assessment purposes. A
portfolio is a collection of different types of evidence relating to the work being assessed. It can
include a variety of work samples.

The Portfolio Guide will assist you in identifying the portfolio and evidence requirements for final
assessment purposes. You will be required to complete Portfolio activities on your own time, using
real life projects in your workplace environment in preparing evidence towards your portfolio.

Being Declared Competent Entails:

Competence is the ability to perform whole work roles, to the standards expected in employment,
in a real working environment.

There are three levels of competence:

 Foundational competence: an understanding of what you do and why.

 Practical competence: the ability to perform a set of tasks in an authentic context.

 Reflexive competence: the ability to adapt to changed circumstances appropriately and

responsibly, and to explain the reason behind the action.

To receive a certificate of competence and be awarded credits, you are required to provide
evidence of your competence by compiling a portfolio of evidence, which will be assessed by a
Services SETA accredited assessor.

You Have to Submit a Portfolio of Evidence

A portfolio of evidence is a structured collection of evidence that reflects your efforts, progress and
achievement in a specific learning area, and demonstrates your competence.

The Assessment of Your Competence

Assessment of competence is a process of making judgments about an individual's competence
through matching evidence collected to the appropriate national standards.
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The evidence in your portfolio should closely reflect the outcomes and assessment criteria of the
unit standards of the learning programme for which you are being assessed. To determine a
candidate’s knowledge and ability to apply the skills before and during the learning programme,
formative assessments are done to determine the learner’s progress towards full competence.
This normally guides the learner towards a successful summative (final) assessment to which both
the assessor and the candidate only agree when they both feel the candidate is ready.

Should it happen that a candidate is deemed not yet competent upon a summative assessment,
that candidate will be allowed to be re-assessed. The candidate can, however, only be allowed two
reassessments.

When learners have to undergo re-assessment, the following conditions will apply:

 Specific feedback will be given so that candidates can concentrate on only those areas in
which they were assessed as not yet competent.

 Re-assessment will take place in the same situation or context and under the same
conditions as the original assessment.

 Only the specific outcomes that were not achieved will be re-assessed.

 Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues.

In order for your assessor to assess your competence, your portfolio should provide evidence of
both your knowledge and skills, and of how you applied your knowledge and skills in a variety of
contexts.

This Candidate’s Assessment Portfolio directs you in the activities that need to be completed so
that your competence can be assessed and so that you can be awarded the credits attached to
the programme.

NOTE YOUR POE GUIDE HAS MORE INFORMATION ON THE ASSESSMENT PROCESS

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Assessment Process Flow

C Assessment Plan Observation

A agreed by candidate Knowledge conducted as per
N & completed by the Questionnaire the Assessment
D assessor before the conducted as per the Plan
I actual assessment Assessment Plan
D
A
T
E
A
S Portfolio of
S Evidence Portfolio of
A detailed Assessor E submitted to Evidence
Report compiled & service provider compiled as per
S
forwarded for as per the the Assessment
S
Moderation Assessment Plan Plan
M
E
N
T

Feedback Report
Completed by Appeal form
Assessment Assessor & Record of
Results completed by
individual Learning
Moderated feedback given the candidate in
the event of Updated
to the candidate
dispute

Completed Assessor S
Report / Moderator Report / E All records & Action Plan
T evidence Completed by
Record of Learning
A filed Assessor

Certificate of Register
Competencies candidates on the
Approval & Learner Record
issued to
Certification Database
successful
obtained candidates

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SECTION 1: IMPLEMENTING PROCESSES AND
STANDARDS TO PROJECT CHANGE
CONTROL

Specific Outcome
On completion of this section you will be able to implement processes and
standards to support project change control and configuration
management.

Assessment Criteria
This specific outcome shall cover:
 Change control is explained. (SO 1, AC 1)

 Procedure of initiating project change request is explained. (SO 1, AC

2)

 Process and templates are available to request a change on a

project. . (SO 1, AC 3)

 Log and file of project change requests are maintained. (SO 1, AC 4)

 Status of project change requests is followed-up, using agreed

procedures. (SO 1, AC 5)

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1.1 INTRODUCTION

The lack of proper project change control is where many projects go off the rails. The reason for
change can come from anywhere. A change can necessitate a change in the solution design,
resourcing or scope.

Added to this is pressure on the project team to add features and enhancements not planned in
the original project scope. Such demands and requests can come from sponsors, clients, end
users and other stakeholders. This can quickly get out of hand where project team members are
new to projects and find it hard to say “No” and where other team members are keen to add new
wiz-bang features because of sheer delight. The accumulation of innumerable small changes can
eventually in the sinking of a project.

1.1.1 PROJECT CHANGE CONTROL

Change control is a systematic approach to managing all changes made during the life of a
project. Change control is an important part of the project management process. It is almost
certain that projects will face the demand for change during their life. While change may help to
make sure there is alignment in the project itself and the business needs, it is also important to
consider and approve all changes carefully.

The change control process in project management ensures that each change proposed during a
project is adequately defined, reviewed ad approached before implementation. The change control
process helps avoid unnecessary changes that might disrupt services and also ensures the
efficient use of resources

1.2 REASONS FOR CHANGES IN PROJECTS

The following are examples of changes that might be effected on a project:
 A request to change what the project is set to deliver, e.g. the specification of requirements
(request for change);

 A suggestion to improve one or more project’s products;

 A record of some current or forecast failure to meet a requirement (off-specification).

Reasons for changes include;

 Planning assumptions may be wrong
 Deadline may change
 Budget cuts
 Priority changes

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  Barriers and resistance to change
 Mistakes are made
 Acts of God

1. Planning assumptions may be wrong

It is very common for a schedule to be agreed after the project has actually started.
Even with this minor advantage no plan is foolproof. The mere existence of a schedule is no
guarantee of success. In fact, if you don’t monitor your plan it is almost bound to fail!

The old adage of ‘if you fail to plan, you plan to fail’ is very true in all areas of life and doubly so in
Project Management. The plan and hence the project schedule will be based upon
particular assumptions and the knowledge of certain constraints. If these turn out to be incorrect
the project may, at best, prove difficult and, at worse, fail.
There could be much more to do than you anticipate and the level of resource available could
change dramatically.

2. Deadline may change

Naturally, deadlines will be agreed and identified in the project schedule. However, it is possible
that particular deadlines may be brought forward or delayed for reasons that have just
materialised. For example, when the weather is a big factor, although risks here may have been
addressed, severe weather may extend finish times considerably. If the project is part of a
programme, the other projects may necessitate trying to bring forward the current project to fit in
with the other project requirements.

3. Budget cuts
If the general business environment changes then cost cutting may be an issue. In this case all
active projects may be affected or just yours depending on priorities. This may result in project
delays or scope reductions to reduce costs.

4. Priority changes
If the project is part of a larger programme there may be a pecking order of each project.
The projects may be fighting for a pot of central funds. Even within a project there may be
prioritisation of resources that can seriously affect key areas.

5. Barriers / resistance to change

The nature of the project may be alien to what an organisation is usually involved in. This may
cause resistance amongst the work force affording slower than possible activity. In severe cases
this may lead to sabotage.
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6. Mistakes are made
No matter how good the planning or even with the existence of contingency plans mistakes will
happen. Good leadership and flexibility may be invaluable here

7. Acts of God
Although such acts may be more predictable in certain parts of the world the level and impact may
be out of the ordinary. Whilst some contingency may be made for flooding it will not take into
account severe floods, or an earthquake or excessively high temperatures for extended periods.

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1.3 PROJECT CHANGE CONTROL PROCESS

The Change Control process is fundamental to the successful delivery of the project. The
Change Control process ensures that each change introduced to the project environment is
appropriately defined, evaluated and approved prior to implementation. Change Control will be
introduced to the project, through the implementation of five key processes:

 A formal process for the submission and receipt of change requests

 A formal process for the review and logging of change requests
 A formal process for the determination of the feasibility of change requests
 A formal process for the approval of change requests
 A formal process for the implementation and closure of change requests

1. Submit change request

This process provides the ability for any member of the project team to submit a request for
change to the project. The following is the standard procedure.
 Change Requestor identifies a requirement for change to any aspect of the project (e.g.
scope, deliverables, schedules, budget, expenditure, organisation, etc.).
 Change Requestor completes a Change Request (CR) and distributes the form to the
Change Manager. The CR provides a summary of the change required, including the:
 Change description
 Reasons for change (including business drivers)
 Benefits of change
 Costs of change
 Impacts of change
 Supporting documentation

2. Review change request

This process allows the Change Manager to review the CR and determine whether or not a full
feasibility study is required in order for the Change Control Board (CCB) to assess the full impact
of the change. The decision will be based primarily on the:
 Number of change options presented
 Complexity of the change options requested
 Scale of the change solutions proposed

The Change Manager will open a ‘Change Request’ in the Change Log and record whether or
not a change feasibility study is required.

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3. Identify change feasibility

This process involves the completion of a full change feasibility study, in order to ensure that all
change options have been investigated and presented accordingly. The change feasibility study
will involve definition of the:
 Change requirements
 Change options

 Change costs and benefits

 Change risks and issues

 Change impact
 Change recommendations & plan
A quality review of the feasibility study is then performed in order to ensure that it has been
conducted as requested and the final deliverable is approved ready for release to the CCB. All
change documentation is then collated by the change manager and submitted to the CCB for
final review. This documentation includes:

 The original Change Request

 The approved Change Feasibility Study report

 Any supporting documentation

4. Approve change request

This process involves the formal review of the change request, by the CCB. The CCB will
choose one of the following outcomes regarding the change proposed:
 Reject the change
 Request more information related to the change
 Approve the change as requested

 Approve the change subject to specified conditions

The change decision will be primarily based on the following criteria:

 Risk to the project in implementing the change

 Risk to the project in NOT implementing the change
 Impact to the project in implementing the change (time, resources, finance, quality)

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5. Implement change request
This process involves the complete implementation of the change. This includes:

 Identifying the change schedule (i.e. date for implementation of the change)

 Testing the change prior to implementation

 Implementing the change
 Reviewing the success of the change implementation
 Communicating the success of the change implementation

 Closing the change in the change log

NOTE: Following up on change requests

Throughout the change request process, the requester is allowed to make a follow-up to determine
the status of the change request. This follow up can be done;
 Verbally
 In writing or
 Combination of both.

When making a follow-up it is important to know the;

 reference of the change request that you submitted
 The person who received the request
 The date of submission (added advantage)

1.4 CHANGE CONTROL STAKEHOLDERS

The following are role players involved in project change. It must be noted that the roles differ
from one project to the other depending on the size and complexity.

1. Change Requestor
The Change Requestor initially recognises a need for change to the project and formally
communicates this requirement to the Change Manager. The Change Requestor is formally
responsible for:
 The early identification of a need to make a change to the project

 The formal documentation of that need, through the completion of a Change

Request Form

 The submission of the Change Request to the Change Manager for review

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2. Change Manager
The Change Manager receives, logs, monitors and controls the progress of all changes within a
project. The Change Manager is formally responsible for:
 Receiving all change requests and logging those requests in the Change Log

 Categorising and prioritising all change requests

 Reviewing all change requests in order to determine is additional information is

required in order to present the submission to the CCB

 Determining whether or not a formal Change Feasibility Study is required in order to

complete a change request submission

 Initiating the Change Feasibility Study

 Monitoring the progress of all change requests in order to ensure process timeliness

 Escalating all change request issues and risks to the CCB

 Reporting and communicating all decisions made by the CCB

3. Change Feasibility Group

The Change Feasibility Group complete formal feasibility studies for change requests issued by
the Change Manager. The Change Feasibility Group is formally responsible for:
 Performing a research exercise in order to determine the likely options for change, costs,
benefits and impacts of change
 Documenting all findings within a Change Feasibility Study Report
 Performing a quality review of the report and approving the report for submission
 Forwarding the report to the Change Manager for CCB submission

4. Change Control Board (CCB)

The CCB determines the authorisation of all change requests forwarded by the Change
Manager. The CCB is formally responsible for:
 The review of all change requests forwarded by the Change Manager
 The consideration of all supporting change documentation
 Approving / rejecting each change request based on its relevant merits
 Resolving change conflict (where 2 or more changes overlap)
 Resolving change issues
 Determining the change implementation timetable (for approved changes)

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 5. Change Implementation Group
The Change Implementation Group schedule, carry out and review the implementation of all
changes within a project. The Change Implementation Group is formally responsible for:
 The scheduling of all changes (subject to the general timeframes provided by the
CCB)
 The testing of all changes, prior to implementation
 The implementation of all changes within the project
 The review of the success of a change, following implementation
 The request for closure of a change within the change log

1.5 COMMUNICATING CHANGE REQUEST PROCEDURES

After the development of the change request procedures, there is a need to communicate such
guidelines to all project stakeholders.

Communication is always a two-way process - it is not only giving information, opinions or ideas
but also receiving such communication from others. There must be complete understanding by
both parties involved in the communication process. Therefore, when we communicate the
change request procedures, we must always make sure that our communication is suited to the
person receiving it and that it can and will be understood by them.

Whenever you are communicating, it is crucial to understand the communication process.

1.5.1 Communication process

Figure 1 below shows the communication process, which also applies when communicating the
change request procedures to stakeholders.

FIGURE 1: COMMUNICATION PROCESS

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The main components of communication process are as follows:

1. Context - Communication is affected by the context in which it takes place. This context
may be physical, social, chronological or cultural. Every communication proceeds with
context. The sender chooses the message to communicate within a context.

2. Sender / Encoder - Sender / Encoder is a person who sends the message. A sender
makes use of symbols (words or graphic or visual aids) to convey the message and
produce the required response. For instance - a training manager conducting training for
new batch of employees. Sender may be an individual or a group or an organisation. The
views, background, approach, skills, competencies, and knowledge of the sender have a
great impact on the message. The verbal and non verbal symbols chosen are essential in
ascertaining interpretation of the message by the recipient in the same terms as intended
by the sender.

3. Message - Once the sender has defined the information (the material from which the actual
content of the communication will be constructed. Information can be factual or it could be
a set of ideas / opinion - or a combination) that is to be transmitted, the sender must
encode it. Once the information has been encoded, it is referred to as a message.
Encoding means to put it into words (numbers or pictures, etc.). the message is the actual
content of the communication - which is in fact a set of symbols conveying meaning

4. Medium - Medium is a means used to exchange / transmit the message. The sender must
choose an appropriate medium for transmitting the message otherwise the message might
not be conveyed to the desired recipients. The choice of appropriate medium of
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 communication is essential for making the message effective and correctly interpreted by
the recipient. This choice of communication medium varies depending upon the features of
communication. For instance - Written medium is chosen when a message has to be
conveyed to a small group of people, while an oral medium is chosen when spontaneous
feedback is required from the recipient as misunderstandings are cleared then and there.

5. Receiver/Recipient / Decoder - Recipient / Decoder is a person for whom the message is

intended / aimed / targeted. The degree to which the decoder understands the message is
dependent upon various factors such as knowledge of recipient, their responsiveness to
the message, and the reliance of encoder on decoder.

6. Feedback - Feedback is the main component of communication process as it permits the

sender to analyse the efficacy of the message. It helps the sender in confirming the correct
interpretation of message by the decoder. Feedback may be verbal (through words) or
non-verbal (in form of smiles, sighs, etc.). It may take written form also in form of memos,
reports, etc.

The Goals of Training Communications:

1.5.2 Reasons for communicating change request procedure
The diagram below summarises the reasons behind communicating the updated schedule.

To change behavior

To get and give

To get action
Information

To persuade To ensure understanding

1.5.3 Channels of communication

Communicating a change requests can be done using a number of channels. The following are
7 July 23, 2003
examples;

1. Meetings – One of the most common ways to communicate change requests

procedures. They can vary from only 1 person to thousands based on message and
audience appropriate. It is the best way as you have the verbal and non verbal cues
that enhance the communication and avoid misinterpretation.
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 2. Conference Calls– These days this is the most common as it does not require the time
and expense of travel. The dialogue can take place though its dependant on voice
intonation and clarity of the verbal message. They only require cost of phone call and
there are many paid and free services that will facilitate use of a conference call line for
many people to dial into. It’s also a common way for classes to be recorded and
replayed when its convenient for you.

3. Newsletters/ Email/ Posters – This strategy is one way communication of the change
requests procedures and utilizes emailed updates, hard copy brochures, posters,
newsletters mailed or emailed. One of the weaknesses is that messages are delivered
and you cannot gauge if they were read and understood, deleted as sometimes there is
no feedback. That immediate feedback is valuable for strengthening your message and
making sure impacts and feedback are quickly received.

1.5.4 Ten Tips when communicating verbally

The following are the top 10 tips for verbal communication according to Jo Condrill (1999-2012)
http://www.businessknowhow.com/growth/commpower.htm
Tip One: Think Before You Speak
Know what you want to say and make your point quickly. By doing so, it is more likely that the
listener will remember your message. Know why you are having the conversation and what you
want to accomplish from it before you begin to speak. If possible, let the other person know the
conversation topic in advance, and keep the conversation focused.

Tip Two: Stop Talking and Listen

The best way to be a good communicator is to be a good listener. Think of your conversation as a
tennis match, with each person taking turns serving and receiving, or speaking and listening.
When it’s your turn to listen, do just that. Give the other party your undivided attention. Don’t think
about what you’re going to say next or you may miss something important. When you actively
listen, it shows the other person that you value what they have to say.

Tip Three: Ask Questions

To gain the most from any interaction, find out what people want. Don’t ask questions that can be
answered with a “yes” or a “no.” Instead, ask open-ended questions that will give you more insight
into their thoughts and feelings. If you aren’t clear on a point they are trying to make, ask for
clarification. Then, restate what you heard and ask them to verify that you received their message
correctly.

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Tip Four: Anticipate Distractions
Nothing you do will make others feel more important than giving them your full attention. Conduct
your interaction in a quiet, peaceful location with a minimum of distractions. Turn off your pager
and cell phone. If there are other conversations or events going on in the same room, ignore them.
If an unavoidable interruption occurs, excuse yourself and return as quickly as possible. If you
must end the conversation due to an unforeseen crisis, reschedule it for a later time.

Tip Five: Be Mindful of Your Volume and Tone

Your vocal tone gives the listener a snapshot of your feelings. If you want to show respect or
affection, soften your tone. If you find yourself feeling impatient or angry during a conversation,
listen to yourself to make sure your voice isn’t reflecting those emotions. If a conversation begins
to turn into an argument, consciously lower your volume; often your listener will, too. Keep your
voice calm and even whenever possible.

Tip Six: Handle Disagreements with Tact

It is unrealistic to think that everyone will always go along with whatever you request.
Disagreements are inevitable. But what do you do when someone disagrees? Do you start an
argument, or do you continue to communicate with tact? Tact begins with listening. Be sure you
clearly understand the issue and ask questions. Stay calm and think of disagreements as a
difference in opinion, not personal rejection. You can understand another’s point of view without
agreeing with it. Remember that everyone has a right to an opinion, so respect that and work at
finding your common ground. If the differences of opinion are over minor issues, work on a
compromise. If the disagreement is a matter of principle, you may decide to end the
conversation…or even the relationship.

Tip Seven: Be Open to New Ideas

Don’t assume you know everything about a given topic and close off your mind. Instead, relax and
allow time to receive vital input from another person. Listen attentively and consider how new
ideas may apply to things you already know. If you find someone does know more than you about
the topic, don't be afraid to yield control, as the new information can add to your knowledge,
encourage you to study further, or even change your mind!

Tip Eight: Take Notes

Always carry a pen and notepad to jot down thoughts. Record new ideas and items on which you
must take action. When you first meet someone, take a moment and jot down key information

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about the person and the conversation. Make sure you get the correct spelling of their name, and
also spell it phonetically. You want to be able to address them correctly the next time you see
them. Someone may not notice if you say their name right, but they’ll sure notice if you say it
wrong!

Tip Nine: Watch Your Body Language

Studies show that 93% of communication is non-verbal. Make sure you make good eye contact,
stand tall, and keep good posture. If you want to let the other person know you agree with them,
don’t fold your arms tightly cross your legs or turn your body away from the person. Instead, try to
match their body positioning; this indicates silent agreement. Make sure your message and your
body language match. If there is any discrepancy, people are more likely to believe what your
body language is saying than your words.

Tip Ten: Eliminate Audible Pauses

There’s no need to fill every second of a conversation with sound. Verbal fluff (“ah,” “er,” “um,”
“like,” “you know”) obscures your message and reduces your credibility. If you feel you are about
to use a non-word, take a breath, hold it a moment, and then resume speaking. Use shorter
sentences, or pause using silence instead of audible sounds. Becoming very familiar with your
topic will help too. Practice what you want to say, but don’t sound rehearsed.

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1.6 CHANGE REQUEST TEMPLATES
Below is a template that one can use to document the change. The following components must be
in the template; customer/requester; date requested, project name, reason for change, change
description, estimated costs, approval signatures.

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1.7 STORAGE AND MAINTENANCE OF CHANGE REQUEST DOCUMENTS
Prince2 noted that no organisation can be fully efficient and effective unless it manages its assets,
particularly if they are the vital to the running of the organisation. One of the most important assets
to a project are the project files and records that it develops. Records management is a crucial
area of safeguarding project documents including project change request documentation.

Records management involves;

 The mechanisms for managing, tracking and keeping control of all project’s documents. It
keeps files and libraries of all products of a project once they have been quality controlled,
controlling access to them
 Safe and secure storage of each file in the way most appropriate for that product.
 The ability to select and package the various components that comprise the final
document.
 A system for logging, tracking and filing all Project documents.

1.7.1 Methods of filing change requests

There are 5 methods of filing:
 Filing by Subject/Category
 Filing in Alphabetical order
 Filing by Numbers/Numerical order
 Filing by Places/Geographical order
 Filing by Dates/Chronological order

These ways of filing is called classification and means organising things that are alike, together.
You can, however, combine some of these methods. For example, files that are kept together
according to what they are about we say are subject filing but, inside each file the documents
could be filed according to date order.

1.7.2 Filing equipment

Once files have been created they must be placed in any of the following filing equipments;
 Filing Cabinet - It is used to keep flat files and suspension or hanging files
 Steel Cabinet - It is used to keep big files that need to be locked up
 Date Stamp - It is used to date stamp documents that are received on daily basis so that
they are filed in chronological order and so we have a record of when we received the
document
 Register - It is used to record files taken out and files returned
 Filing shelves - It is used to file box files

23
  Box file - This is a big file that is used to keep big documents that cannot go into a filing
cabinet. They are kept in shelves.

1.7.3 Distribution and retrieval of files

When people take files out of the filing system, or they take documents out of a file, we must
ensure that they don't lose them or forget to bring them back. People must never take the
suspension files out; they should only take out the flat folder inside the file. To keep track of files
we need a record of all the files or document that people borrow.
To do this we can use:
1. A file-out book - a file-out book is simply a book in which we write

 Who borrowed the file or document

 Name of the file or document
 When they borrowed it
 When they returned it

Example:

NAME FILE DOCUMENT DATE TAKEN OUT DATE

RETURNED

Ms Modise Reports file 10-02-2001 12-02-2001

Mr Ngwenya Finance file 23-01-2001

The person responsible for maintaining the system can us the file-out book to check who has
which files an remind them to return it.

2. A file-out card - file-out cards are used in a filing cabinet. They are the same size as the files
and are put in the place of the file, which has been borrowed.
On the file-out card we write the same information as in the book, i.e.

 Who borrowed the file or document

 Name of the file or document
 When they borrowed it
 When they returned it

DATE
OUT NAME FILE DATE TAKEN OUT
RETURNED

24
1.7.4 Maintaining the filing system and records

One of the most important reasons why we file records is to keep them safe. It is therefore very
important to make sure that all papers and files are kept in good condition. Here are some ways
that we can do this:
 Keep documents that are waiting to be filed in trays, do not leave them lying about on
desks or shelves.
 File documents away at least once a day, or if your organisation is very small you can do it
once a week.
 Do not put too much in files or folders
 Put new covers on old files which get a lot of use and have become worn or torn.
 Box files and lever arch files can hold more than simple folders.
 Never allow filing drawers or shelves to become too full. Acquire new filing cabinets when
necessary.
 Mend all torn records

 Outline the change control processes

 Explain the steps involved in initiating and approving change requests

Summary

Synopsis

In this section you performed project risk identification

25
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SECTION 2: COMMUNICATING AND UPDATING
CHANGE REQUESTS

Specific Outcome
On completion of this section you will be able to Update and
communicate status of change requests.

Assessment Criteria
This specific outcome shall cover:
 Status of project change requests are recorded and reported on using
agreed procedures. (SO 2, AC 1)
 Tracking, recording and reporting of status of change requests is
completed within agreed time frames. (SO 2, AC 2)
 Communication with impacted stakeholders is undertaken within
agreed procedures and agreed time frames. (SO 2, AC 3)

27
2.1 INTRODUCTION
A project change request needs to be tracked appropriately from the time it is created until
implementation. To track the change request, the status of the request must always be shown on
the change request form or relevant documents.

2.2 CHANGE REQUEST TRANSITIONS

The following is the flow of a change request from the Draft to the Completed states. Information
Technology Services (ITS)- 2012

28
http://its.ucsf.edu/remedy/7005-
DSY/version/default/part/AttachmentData/data/Remedy_ITSM_7_Change_Status_Transiti
ons.pdf
Step 1 When a change request is created, it moves into the Draft state. Any task groups or tasks
created are in the Staged state. Tasks are marked as Staging in Progress in the Status Reason
field. If the change request requires approval for the Review phase, the change request moves to
the Request for Authorization state (step 2).

Step 2 The change remains in the Request for Authorization state if there are approvers in the
Review approval phase. The change request requires that the change manager or change
assignee approve it before the change can move forward (step 3).
 If the Timing of the change is No Impact, it moves to the Scheduled state.
 If the Timing of the change is Latent, it moves to the Completed state.

The change request moves to the Request for Change state (step 4) if there are no approvers in
the Review approval phase.

Step 3 When the change request is in the Request for Authorization state, the approval group or
approvers are notified that the change request requires approval for the Review phase. The
change moves automatically to Request for Change when all approvers approve the change (step
4).

Step 4 The change remains in the Request for Change state if there are approvers in the
Business Approval phase (step 5). If there are no approvers in this phase, the change moves to
Planning in Progress (step 6).

Step 5 Approval group or approvers are notified that the change request requires approval for the
Business Approval phase. The change moves automatically to Planning in Progress (step 6) when
all approvers approve the change. Change managers and change assignees can approve the
change on behalf of the approvers. If they cancel the request, it moves to the Cancelled state.

Step 6 Change manager or change assignee is notified that the change is ready for planning.
When the status reason of all the tasks has been marked as Staging Complete, the change moves
to the Scheduled for Review state.

Step 7 Task implementers are notified that the task or tasks are set to stage.

29
Step 8 Change manager or change assignee is notified when the change request is in the
Schedule for Review state. The change can be moved into the Scheduled for Approval State,
cancelled, or moved back to Planning in Progress state.

Step 9 The change remains in the Scheduled for Approval State if there are approvers in the
Implementation Approval phase (step 10). If there are no approvers, the change automatically
moves to the Scheduled state (step 11).

Step 10 Approval group or approvers are notified that the change request requires approval for the
Implementation Approval phase. This is also known as the CAB Approval phase. The change
moves automatically to Scheduled (step 11) when all approvers approve the change. Change
managers and change assignees can approve the change on behalf of approvers.

Step 11 In the Scheduled state, the change manager, change assignee, and change requester are
notified when the change request has been scheduled as a change with no impact. For taskless
changes only, the change implementer is notified. Tasks can be set to the Assigned state.

Step 12 When the change manager or change assignee moves the change request into the
Implementation in Progress state, the task group is set to Work in Progress and the first task is set
to Pending or Assigned.

Step 13 In the Implementation in Progress state, the task implementers are notified to start
working on tasks. They set the task to Work in Progress when actual work begins. Task
implementers can now update the task information and start implementing the task.

Step 14 After last task is marked as Closed; the task group is set to Closed. The change manager,
change assignee, and change requester are notified that the change request is completed.
Workflow enters required information into the Actual Start Date, Actual End Date, and
Performance Rating fields. The change automatically moves to the Completed (Final Review
Required) state when all the tasks have been completed and there are approvers for the Close
Down phase (step 15). If there are no approvers, the change automatically moves to the
Completed (Final Review Complete) state (step 16).

Step 15 Approval group or approvers are notified that the change requires approval for the Close
Down approval phase. Change managers and change assignees can approve the change on
behalf of approvers. If approved, the status reason is automatically updated to Final Review
Complete (step 16). [for future use]
30
Step 16 Change manager or change assignee is notified when the final review is completed. The
change automatically moves to the Completed (Final Review Complete) state when all tasks are
completed and there are no approvers for the Close Down phase. After the final review is
completed, the change request moves into the Closed state.

Step 17 If a change has been rejected, it can be moved back to the Cancelled state. The change
manager or change assignee can also move it back to the Draft state and start the process over.
The change requester is notified of the rescheduled change. [for future use]

Step 18 If change request is cancelled, requester is notified. If a change request is cancelled, all
the task groups and tasks associated with the change are cancelled as well.
 If a task group is cancelled, all its tasks are cancelled.

2.3 TRACKING, RECORDING AND REPORTING CHANGE REQUEST STATUS

It is crucial to note that, two (2) things need to happen after the change request has been
accepted. The project manager must:
1. Update the project plan with the new activities and tasks created by the change request
and adjust the project schedule, plans, dates, deliverables, and dependencies.
2. Log the change request into the project’s Change Request Log and tracks the change
through task completion.

When change requests are made, regardless of their status, they must be entered into the Change
Request Log and their status thereafter is tracked to project completion. When the change
request is accepted, the tasks and activities required to execute the change are entered into the
project plan and work breakdown structure (WBS), along with other pertinent data. A baselined
project plan is then distributed to all team members.

The Change Request Log as well as the Change Request Form become part of the Project
Notebook and are used to indicate the state of the scope change – approved or rejected.
Key information the Change Request Log tracks is:
o Change request number,
o Date submitted,
o Short description of the change,
o Priority for change (high, normal),
o Estimated Cost,
o Approval or Rejection column,
31
 o Date approved/rejected,
o Date project schedule plan updated, and
o Comments (options).
Track all change requests using the Change Request Log.

32
Source: http://www.ncpublicschools.org/docs/techarchitecture/information/sdlc/2/changemanagementprocess.pdf

33
2.4 COMMUNICATING WITH IMPACTED STAKEHOLDERS

After the approval of a change request, it is important for the project leaders to communicate the change
to all impacted stakeholders. Communication is a useful tool that change managers use to manage
resistance to change.

Communication is a two way process which ensures that parties involved have complete understanding
of each other. Project leaders can use a number of channels to communicate with impacted
stakeholders. These ranges from;
 Meetings
 Telephone conversations
 Email communication
 Notice boards
 Brochures and flyers

According to Ty Kiisel (2012), the following are some key tips when communicating with impacted
stakeholders;
1. Agenda : An agenda is always a good idea, but a brief summary of what will be discussed is
even better. Plus, it gives stakeholders a take-away and allows them to come prepared with
questions.
2. Don’t assume they know the change as stakeholder: They might understand the high-level
view, but you will probably need to fill in the details.
3. Keep it simple: Give them the situation in straightforward terms. Don’t overwhelm them with
information. Cut to the chase. (However, be prepared for a deeper dive if they start asking
questions.)
4. Use numbers and pictures: PowerPoint is a great tool for presenting graphics and numbers to
stakeholders. It’s how they present information to each other. You should too.
5. Sometimes you have to use logic: Accept the fact that there might not always be data to
support a particular situation. Not having numbers to back up your position could make a
successful argument problematic, so you may have to turn to “if … then …” logic to shed light on
a situation. However, don’t expect the same results or response from stakeholders—numbers
rule with them.
6. Waiting is never a good option: Don’t wait until a problem is obvious—it’s often more difficult to
solve the issue at that point.
7. Always offer a solution: If you are going to bring up a problem without offering a potential
solution, you might as well tell the stakeholders, “Fire me now.” Finding solutions is part of your
job as project manager.

34 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
 8. Specify the actions required of them: If stakeholders need to take action, don’t assume it will
be obvious to them. Restate in list form what actions need to be taken and when.
9. Always say “yes,” but make sure they understand how much “yes” costs: Sponsors and
stakeholders don’t like to be told “no,” so don’t do it. Just make sure they understand the cost of
their request, so they can judge for themselves whether or not “yes” is worth it.
10. Don’t stop reporting status because stakeholders stop requiring it: Perception is reality. If
stakeholders perceive that you aren’t doing anything—your not. Don’t let your head be the next
one on the chopping block.

Explain why it is important to communicate results of change requests with stakeholders.

Summary

Synopsis

In this section you performed project risk assessment.

Notes

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36 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
SECTION 3: ADMINISTERING THE PROJECT
LIBRARY TO SUPPORT CHANGE

Specific Outcome
On completion of this section you will be able to administer the project
library/ repository to support change to affected items.

Assessment Criteria
This specific outcome shall cover:

 Project library established and administered to agreed procedures and

standards. (SO 3, AC 1)
 Activities to recover from a specific risk event are identified and
documented. (SO 3, AC 2)
 The prevention and recovery of activities are communicated to relevant
parties for inclusion in plans and budgets. (SO 3, AC 3)

37 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
3.1 INTRODUCTION

Every project needs a project library or repository to store and preserve any documents produced by the
project. In addition, a projects administrator must be appointed to manage the library. For small projects,
the Project manager can also become the librarian or administrator. Project repository performs the
following key functions;
 Designing and implementing the mechanisms for managing, tracking and keeping control of all
project’s products.

 Keeping files and libraries of all products of a project once they have been quality controlled,
controlling access to them

 Safe and secure storage of each document in the way most appropriate way.

 Developing a system for logging, tracking and filing all Project issues, changes among others.

Project repository management plays a major part in the quality control of a project. Without it ,
managers have little control over products being produced- for example what their status is, where they
are , where they can be changed, what is the latest version is.

Library administration
Administration is an activity required to be undertaken for performance and achieving project goals. It is
defined as the process of getting things done through men and materials within the organizational
framework.

Classification of records
For distribution purposes, many documents a project are classified in the three following categories:
general limited and restricted.

1) General: documents receiving full circulation. This designation is used on basic documents and final
meeting records, including agendas, studies and reports, communications from Governments,
resolutions and other decisions;

2) Limited: documents for which wide circulation is unnecessary because of the temporary nature of the
documents, such as draft resolutions, and amendments thereto, draft reports and other action
documents. The designation "limited" is indicated by an "L" in the symbol. Some technical documents
which are issued for delegates are issued as limited documents.

38 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
3) Restricted: this designation applies exclusively to documents whose content requires that they be
treated as confidential or that they be withheld from circulation. The designation "Restricted" is indicated
by an "R" in the symbol identifying the document.

Distribution
All records under distribution must be tracked for control purposes and also to ensure that the right
document version is in circulation. Before issuing a document, the librarian must record the name of the
person, document collected, department, and purpose it shall serve to the requester. A template like the
one below can be used;

Name of Document Version Department Date taken Due Date Signature

requester Number

It must be noted that the original document must not be distributed. The librarian must make copies of
the original documents and number each copy for distribution.

3.2 CHANGING APPROVED DOCUMENTS

After receiving a written approval and authorisation for change requests, the project librarian can go
ahead and change any relevant document. If the changes are minor, there is no need to change the
whole document i.e. an amendment might be enough. The amendment must not be made on the original
document but, a copy of the original must be used for the amendment. The original document must be
filed accordingly. On the cover of the amended document, a version number must be added so that
document control will be easy.

3.3 COMMUNICATING CHANGED DOCUMENTS

After changes have been approved and updated into relevant project documents, the project librarian
can distribute them to stakeholders. The following channels can be used;
 Meeting
 Training
 Telephone
 Posters
 Notice boards
 Fax
 Email
 Flyers and brochures.

39 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
3.4 STAKEHOLDERS TO BE INFORMED OF CHANGES
Project stakeholders who can be informed of changed project documents can include;
 Project manager
 Project board
 Project team members
 Sponsors
 Users
 Suppliers
 Project team manager

Not all changed project documents must be communicated to all stakeholders. Before communicating,
the librarian must analyse who is affected or impacted by the contents of the changed document. If after
the analysis, a particular stakeholder is affected by the changed document then communication must be
made.

Explain the roles and responsibilities of the project stakeholders mentioned above.

40 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
Summary

Synopsis

In this section you performed project risk management planning

Notes

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41 | P a g e US 10141 Contribute to the management of project risk within own field of expertise
SECTION 4: PROJECT RISK MANAGEMENT
STATEMENTS AND PLANS

Specific Outcome
On completion of this section you will be able to Contribute to the
development of risk management statements and plans.

Assessment Criteria
This specific outcome shall cover:

 Project organisation (structure) information records are maintained.

(SO 4, AC 1)
 Communication plans, distribution lists and project member directories
are recorded, maintained and utilised. (SO 4, AC 2)
 Project skills registers are maintained in accordance with
instructions. (SO 4, AC 3)
 Project staff leave and training records are maintained. (SO 4, AC 3)

42 | P a g e US 13835 Contribute to project initiation, scope definition and scope change controls
4.1 INTRODUCTION

For plans, especially project plans, to be executed, someone must perform the necessary tasks to
attain the objectives. Management must determine an effective way of combining and coordinating
tasks and human resources.

Although leading and controlling are crucial in ensuring that people perform tasks effectively,
organising is the function most visibly and directly concerned with the systematic coordination of
many tasks of the project and consequently, the formal relationships between the people who
perform them.

Definition of organising: The process of developing a structure for a project or

organisation that will enable its people to effectively work
together towards its objectives.

Project organisational structure

The best way to present the organisation of a project is through the development of an
organisational structure. An organisational structure is the basic framework that represents formal
relationships among responsibilities, tasks and people in an organisation or project. Diagram
below shows a basic organisational structure.

DIAGRAM: BASIC ORGANISATIONAL STRUCTURE

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There are different types of project organisational structures. These include;
 Project based structure
 Matrix structure and
 Functional structure

4.2 MAINTENANCE OF PROJECT ORGANISATIONAL INFORMATION

Project organisational information must be maintained throughout the project timeframe.
Maintenance of the information includes;
 Updating changes
 Storing and general perseveration

1. Updating the organisational structure

Organisational structures just like any project management document are subject to being updated
when changes take place. For instance, if the project board decides to appoint new team
managers, the project management structure must be updated to reflect this.

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US 10139 Implement project administration processes according to requirements
2. Storing and preservation
For safekeeping, project organisational information must be stored. Physical and computer based
filing systems can be used to store information. The project filing procedures must always be used.
The following is an example of a filing procedures;

Step 1: Receiving the document

If it is a letter or document that came through the mail, you record it
in the "mail received" register and write the date received or date stamp it

Step 2: Action
Forward the letter/document to the person that has to deal with it.

Step 3: Follow up
Check that the letter has been dealt with.

Step 4: Collecting Documents to be filed

All documents and two copies of the replies must be collected in a filing tray.

Step 5: Filing
Choose a regular time to file every day so that you are never left with a huge pile of loose
documents. Use a sorter to help you file and remember to file by date order.

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4.3 MAINTAINING COMMUNICATION PLANS AND DISTRIBUTION LIST

Another project management document that needs to be maintained is the communication plan
and the distribution plan.

Communication plan:
Project leaders usually communication plans during the planning phase of the project. The
Communications Plan assists the project team to determine the information and communication
needs of the stakeholders; for example, who needs what information, when they will need it, how it
will be given to them, and by whom. While all projects share the need to communicate project
information, the informational needs and methods of distribution vary widely. Identifying the
informational needs of the stakeholders and determining a suitable means of meeting those needs
is an important factor for project success.

Distribution list:
It is a document prepared during the planning phase of the project that helps the project team to
know which stakeholder receives a particular document. For example;

It is a document prepared during the planning phase of the project that helps the project team to
know which stakeholder receives a particular document. For example;

Document Stakeholder group

Project plan All
Work package 1 Team B
Change request – WP 3 Team C; project board, project manager, team
manager

Maintaining communication plans and distribution lists means their proper storage, preservations
and ensuring they are updated accordingly.

4.4 MAINTAINING PROJECT STAFF INFORMATION

A project needs to record, store and continuously update project staff information throughout the
project. The following information must be captured relating to project staff;
 Personal details i.e age, sex, maritual status, ID number, etc.
 Skills profile i.e. experience and qualifications
 Availability

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US 10139 Implement project administration processes according to requirements
Why is it important to maintain project staff information in a project

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