Americans' Pride in Accomplishments Over Time

Jamaine D. Chambers
Chambers 1
Professor Maureen Cahill
English 112
2 November 2021
Were you satisfied with the results of the 2016 election
results? According to The Unprecedented 2016 Presidential
Election, Americans were prideful when electing Donald J.
Trump as president with a 61% percent approval rate over
competitor Hillary Clinton (Bitecofer 93). However, Trump’s
rating had dropped to a detrimental 38.1% in 2020 according to
an article by Fortune (Lambert). Since Trump’s approval rating
dropped so dramatically, does that statement Americans take
pride in their accomplishments still hold up today? America has
always been a nationalist country that takes severe pride in its
accomplishments demonstrated in its previous feats such as war
and foreign relations. With the advancement of cultures,
technology, and human morals, America has adapted and shifted
in its morals and values over the plethora of decades. By
examining the adaptive nature of Americans and their values,
we can see that over numerous decades of changes and views
their accomplishments are continuously full of pride, which is
important since nationalism is a massive structure of America
since the early times of creation.
The Los Angeles, Charlottesville, and Breyona Taylor riots
were massive events over the disagreements Americans had over
a particular event. Fighting for a certain cause ranging over
government choices to the controversial actions of one or more
groups. Fighting for a cause an individual creates great pride in
oneself since time could tell. “And we ain’t gonna take this just
Chambers 2

lying down (BBC Studios).” As stated by the quote, an unknown
civilian states that they will not back down due to the injustices
they are experiencing in response to the 1992 Los Angeles
Riots. However, certain actions performed in these riots could
be considered prideful of one’s accomplishments. “You're not
protesting anything running out with brown liquor in your hands
and breaking windows in this city (Chrisman and Hubbs).”
Lance Bottoms demonstrated that during more modern rioting
such as George Floyd, are not protesting when severe
destruction and looting are involved. When it comes to
protesting, Americans including President Joe Biden prefer
calm, peaceful protest. Protesting a cause without violence
takes into account that there are peaceful ways to resolve an
issue. “I want to make it absolutely clear rioting is not
protesting. Looting is not protesting…It's lawlessness plain and
simple (Chrisman and Hobbs).” As opposed to the 1965 Civil
Rights Movement, modern protests often include looting as seen
in riots such as Breyona Taylor and George Floyd.
On that day, 225 Fayetteville State students picketed downtown
businesses with signs that read things like “Integration Is
Inevitable” (Suttell 18). Throughout the month, demonstrations
continued to take place including a 1,000‐ person demonstration
downtown on May 22, 1963. Students demonstrated outside
local businesses taking actions like attempting to buy ti ckets to
attend shows at the desegregated theaters. Local activists
continued to push forward desegregation, strengthening protest
efforts and modeling their activities after successful campaigns
in other cities. Growing fearful of the increased protest, Mayor
Wilbur Clark and the City Council, at a May 27 meeting,
Chambers 3
expressed support for working together with blacks to seek a
resolution, prioritizing desegregating theaters and restaurants,
and creating better job prospects for local blacks (Andrews,

Kenneth, Gaby, Sarah.)
The difference is that peaceful protest inspired others to do the
same that caused a chain reaction. Those who participated in the
protest were fighting diligently for their cause all due to their
accomplishments. Regardless, whether it is presented in
violence or peaceful manners, Americans take pride in their
choices of rioting based on countless riots throughout American
history.
America has been highly involved in other countries’
affairs exponentially since the end of World War 2. During the
second world war, Americans were in support of the military
after the attack on Pearl Harbor. Americans put a limit on food,
gas and clothing for themselves for support of the soldiers (The
U.S. Home Front During World War II). Even after winning the
war, soldiers came home to praise and love from everyone.
Pride that America overcame the enemy of both Germany and
Japan to bring peace back to their land. When WW2 soldiers
came home, they were greeted with parades and reunions w ith
loved ones. (How WWII and Vietnam Veterans Were Treated
Differently). This demonstrates how Americans were filled with
nationalism and proud they won the war. However, the Vietnam
War was extremely different even after a decade of peace.
American soldiers were often spit upon and called “baby
killers” even if they had no involvement (How WWII and
Vietnam Veterans Were Treated Differently). Understanding
that not all Americans supported and felt that their
accomplishments were
Chambers 4
right in war. During the Vietnam War, Americans rioted against
sending soldiers who fought in the unwinnable war. Yet, in the
late 90s, Americans had a change of heart and sent their love
and regards to those who lost their lives. It shows that even if
the reason was not right, Americans will come around and
appreciate those who fought for their country. Appreciating the

accomplishments of fighting for what they believed was right
and coming home alive. A more modern example was the United
States involvement in Afghanistan. The situation is rather
similar to the Vietnam War. After the death of Osama Bin
Laden, America rejoiced after his death with numerous positive
responses from multiple office holders and generals from the
military.
“Earlier this evening, President Obama called to inform me that
American forces killed Osama bin Laden, the leader of the al -
Qaeda network that attacked America on September 11, 2001. I
congratulated him and the men and women of our military and
intelligence communities who devoted their lives to this
mission. They have our everlasting gratitude. This momentous
achievement marks a victory for America, for people who seek
peace around the world, and for all those who lost loved ones on
September 11, 2001. The fight against terror goes on, but
tonight America has sent an unmistakable message: No matter
how long it takes, justice will be done (Responses to Osama Bin
Laden’s Death).”
After his death, Americans urged to retrieve soldiers from
Afghanistan, but the government chose not to. “Polls show a
record number of Americans do not support the war, and Obama
Chambers 5
faces pressure from lawmakers, particularly Democrats, to
sizably reduce U.S. forces in Afghanistan (The U.S. War in
Afghanistan). This caused uproar in Americans, but unlike
either World War 2 nor Vietnam soldiers, they did not receive
heavy praise nor hate. This shows that in time of war,
Americans take pride in their accomplishments since they are
fighting for what they believe in. Regardless of the reason or
result, Americans are strong in times of need and mostly respect
the decisions of both the government and military in times of

need.
After examining numerous examples of Americans and
their responses to massive changes in their way of life,
Americans still take pride in the accomplishments. Discussing
riots that were the result of a controversial action or topic
demonstrates that Americans feel accomplished for fighting
what they believe is right. During the Civil Rights Movement,
fighting for equality, and encouraging others to do the same was
a major hit of accomplishment. Especially when knowing that
their riots and protest helped their cause become known and
changed. War is not so different in the way Americans feel after
a major defeat or loss. Considering World War 2 and the
Vietnam War, even though the treatment at first was
exponentially different, Americans soon realized that the
accomplishments that were made revolved around their soldiers
made by coming home to families even if the battle was lost.
Comparing older situations and the newer ones, Americans are
still prideful of their accomplishments made.
WORK CITED PAGE:
Bitecofer, Rachel. The Unprecedented 2016 Presidential
Election. Palgrave Macmillan, 2018.
Gerdes, Louise I. The 1992 Los Angeles Riots. Greenhaven
Publishing LLC, 2014.
Chrisman, Matthew, and Graham Hubbs. ““The Language of
the Unheard”: Rioting as a Speech Act.” Philosophy & Public
Affairs, vol. 49, no. 4, John Wiley & Sons, Inc, 2021, pp. 379–
401, doi:10.1111/papa.12201.

Andrews, Kenneth T., and Sarah Gaby. “Local Protest and
Federal Policy: The Impact of the Civil Rights Movement on the
1964 Civil Rights Act.” Sociological Forum (Randolph, N.J.),
vol. 30, no. S1, Blackwell Publishing Ltd, 2015, pp. 509–27,
doi:10.1111/socf.12175.
“How WWII and Vietnam Veterans Were Treated Differently.”
History.com, A&E Television Networks, 21 Feb. 2019,
https://www.history.com/topics/vietnam-war/how-wwii-and-
vietnam-veterans-were-treated-differently-video.
History.com Editors. “The U.S. Home Front during World War
II.” History.com, A&E Television Networks, 24 Mar. 2010,
https://www.history.com/topics/world-war-ii/us-home-front-
during-world-war-ii.
“Timeline: U.S. War in Afghanistan.” Council on Foreign
Relations, Council on Foreign Relations,
https://www.cfr.org/timeline/us-war-afghanistan.
“9/11 Primary Sources -
Https/Www.911memorial.Org/Sites/Default/Files/Remarks
by President Bush after Two Planes Crash into World Trade
Center the Item: Course Hero.” 9/11 Primary Sources -
Https/Www.911memorial.Org/Sites/Default/Files/Remarks
by President Bush After Two Planes Crash Into World Trade
Center The Item | Course Hero,
https://www.coursehero.com/file/52433741/911-Primary-
Sources/.
Page 2 of 2

Manage program risk
BSBPMG616
Learner Workbook
Table of Contents
Instructions to Learner 2
Assessment instructions 2
Assessment requirements 4
Candidate Details 6
Assessment – BSBPMG616 - Manage program risk 6
Learner Workbook Activity 7
Activity 1A 7
Activity 1A checklist – for assessor 8
Activity 1B 9
Activity 1B checklist – for assessor 11
Activity 1C 13
Activity 1C checklist – for assessor 15
Activity 2A 17
Activity 2B 19
Activity 2B checklist – for assessor 21
Activity 2C 23
Activity 2C checklist – for assessor 24
Activity 2D 25
Activity 2D checklist – for assessor 26
Activity 3A 27
Summative Assessments 31
Section A: Skills Activity 32

Section B: Knowledge Activity (Q & A) 33
Section C: Performance Activity 34
Supplementary Oral Questions (optional) – for assessor 36
Competency record to be completed by assessor 39
Instructions to LearnerAssessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will
explain each assessment task and the terms and conditions
relating to the submission of your assessment task. Please
consult with your trainer/assessor if you are unsure of any
questions. It is important that you understand and adhere to the
terms and conditions and address fully each assessment task. If
any assessment task is not fully addressed, then your assessment
task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout
the assessment process.
Written work
Assessment tasks are used to measure your understanding and
underpinning skills and knowledge of the overall unit of
competency. When undertaking any written assessment tasks,
please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and
word processed
· Your assessment tasks include your full legal name on each
and every page.
Active participation
It is a condition of enrolment that you actively participate in
your studies. Active participation is completing all the
assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings

or inventions and representing them as your own. Plagiarism is
a serious act and may result in a learner’s exclusion from a
course. When you have any doubts about including the work of
other authors in your assessment, please consult your
trainer/assessor. The following list outlines some of the
activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own
unintentionally
· Handing in assessments markedly similar to or copied from
another learner
· Presenting the work of another individual or group as their
own work
· Handing in assessments without the adequate
acknowledgement of sources used, including assessments taken
totally or in part from the internet.
If it is identified that you have plagiarised within your
assessment, then a meeting will be organised to discuss this
with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as
their own that is, in fact, the result in whole or in part of
unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in
plagiarism or other forms of academic misconduct and, as such,
both parties are subject to disciplinary action. Collusion or
copying from other learners is not permitted and will result in a
“0” grade and NYC.
Assessments must be typed using document software such as (or
similar to) MS Office. Handwritten assessments will not be
accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS
= Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for
this module the learner will be awarded “Competent” (C) or

“Not yet Competent” (NYC) for the relevant unit of
competency.
If you are deemed “Not Yet Competent” you will be provided
with feedback from your assessor and will be given another
chance to resubmit your assessment task(s). If you are still
deemed as “Not Yet Competent” you will be required to re-enrol
in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require
additional or alternative information/evidence in order to
determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality
issues. We retain this right at any time, including after
submission of your assessments.
Confidentiality
We will treat anything, including information about your job,
workplace, employer, with strict confidence, in accordance with
the law. However, you are responsible for ensuring that you do
not provide us with anything regarding any third party including
your employer, colleagues and others, that they do not consent
to the disclosure of. While we may ask you to provide
information or details about aspects of your employer and
workplace, you are responsible for obtaining necessary consents
and ensuring that privacy rights and confidentiality obligations
are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your
assessment, and you are not happy with your assessment and/or
the outcome as a result of that treatment, you have the right to
lodge an appeal. You must first discuss the issue with your
trainer/assessor. If you would like to proceed further with the
request after discussions with your trainer/assessor, you need to
lodge your appeal to AIBT’s website, in writing, outlining the
reason(s) for the appeal.

Recognised prior learning.
Candidates will be able to have their previous experience or
expertise recognised on request.
Special needs
Candidates with special needs should notify their
trainer/assessor to request any required adjustments as soon as
possible. This will enable the trainer/assessor to address the
identified needs immediately.Assessment requirements
Assessment can either be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning
· Third party evidence.
If submitting third party evidence, the Third Party
Observation/Demonstration document must be completed by the
agreed third party.
Third parties can be:
· Supervisors
· Trainers
· Team members
· Clients
· Consumers.
The third party observation must be submitted to your
trainer/assessor, as directed.
The third party observation is to be used by the assessor to
assist them in determining competency.
The assessment activities in this workbook assess aspects of all
the elements, performance criteria, skills and knowledge and
performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all
activities in this workbook and have them deemed satisfactory
by the assessor. If you do not answer some questions or perform
certain tasks, and therefore you are deemed to be Not Yet
Competent, your trainer/assessor may ask you supplementary

questions to determine your competence. Once you have
demonstrated the required level of performance, you will be
deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have
the opportunity to resubmit your assessments or appeal the
result.
As part of the assessment process, all learners must abide by
any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this
assessment is unfair, please contact your assessor to discuss
your options. You have the right to formally appeal any
outcome and, if you wish to do so, discuss this with your
trainer/assessor
Candidate DetailsAssessment – BSBPMG616 - Manage program
risk
Please complete the following activities and hand in to your
trainer/assessor for marking. This forms part of your assessment
for BSBPMG616 - Manage program risk.
Name:
________________________________________________
_____________
Student ID:
_____________________________________________________
________
Email:
________________________________________________
_____________
Declaration:
I declare that no part of this assessment has been copied from
another person’s work with the exception of where I have listed
or referenced documents or work and that no part of this
assessment has been written for me by another person. I also
understand the assessment instructions and requirements and
consent to being assessed.
Signed:

_____________________________________________________
_______
Date:
_____________________________________________________
_______
If activities have been completed as part of a small group or in
pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following
persons and we acknowledge that it was a fair team effort where
everyone contributed equally to the work completed. We declare
that no part of this assessment has been copied from another
person’s work with the exception of where we have listed or
referenced documents or work and that no part of this
assessment has been written for us by another person.
Learner 1:
________________________________________________
____________
Signed:
_____________________________________________________
_______
Learner 2:
________________________________________________
____________
Signed:
________________________________________________
____________
Learner 3:
________________________________________________
____________
Signed:
_____________________________________________________
_______
Learner Workbook Activity
Complete the following activities individually or in a group (as
applicable to the specific activity and the assessment
environment).

Where applicable, a signed observation by either an approved
third party or the assessor will need to be included in these
activities as proof of completion.
Activity 1A
Objective
P.C. 1.1 To provide you with an opportunity to select and
modify the program risk methodology to match the context for
risk.
Scenario A:
Miss Chen is the manager of the Elegance clothing company.
She recently held a meeting with a number of stakeholders and
identified the possibility of expanding the company. This will
involve increasing the range of clothing and using different
marketing channels to increase the reach to potential customers.
1. Select the most appropriate risk management program/
method/ technique or tool which Miss Chen maybe able to select
for scenario A.
· Explain how it is suitable with a given context
· Identify if the selected risk management program/ method/
technique or tool is required an adjustment to match the risk in
a scenario.

Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the
learner’s skills, knowledge and performance as relevant to the
unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if
reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist
Performance Criteria
1.
Learner can correctly select the most appropriate risk
management program/ method/ technique or tool in relation to a
provided scenario.
Yes No

(Please circle)
1.1
Learner can briefly explain how the selected risk management
program/ method/ technique or tool is suitable with a given
context.
Yes No
(Please circle)
Learner can correctly identify if the selected risk management
program/ method/ technique or tool is required an adjustment to
match the risk in a scenario.
Yes No
(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:
Not yet satisfactory
Satisfactory
Activity 1B
Objective
To provide you with an opportunity to:
· P.C 1.2 - direct identification, documentation and analysis of

program level risks, in consultation with stakeholders, as the
basis for project risk-management planning.
· P.C. 1.3 - direct, support and mentor project managers in the
analysis, evaluation and treatment of risks.
Scenario B:
Sam is the manager of the Trex cycling company. He recently
held a meeting with a number of company stakeholders and
identified the possibility of acquiring a line of Caltec mountain
bikes for sale in the Trex cycling shops. He is aware that there
are a number of risks associated with the acquisition which will
need to be addressed in collaboration with the project managers.
Based on scenario B, you will be required to discuss and further
instruct by the trainer if needed, and then answer the following
questions.
1. What is a key concern of risk in this context?
2. From a scenario B, give an example of a risk identification
method and briefly explain how it is appropriate w ith the
context.
3. When Sam takes documentary records of all the risks that are
identified, what are necessary details which he needs to include
in a risk register.
4. After Sam has identified risks, should he select quantitative
or qualitative methods or a combination? Explain your answer.
5. In this context, who should be the relevant stakeholders that
Sam needs to consult and collaborate with?
6. In general, what should be included as the basis for project
risk-management planning?
7. Identify three steps that Sam might take as part of the risk
analysis process.
8. Discuss the process of evaluating program risks which Sam
might follow.

9. Identify and provide details of risk treatment options which
Sam might consider and explain how they can benefit his
company.

Activity 1B checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist
1.

Learner can correctly identify a key concern of risk in this
context.
Yes No
(Please circle)
1.2 & 1.3
2.
Learner can correctly give an example of a risk identification
method and briefly explain how it is appropriate with the
context.
Yes No
(Please circle)
3.
Learner can correctly identify necessary details which Sam
needs to include in a risk register regarding a provided case
study.
Yes No
(Please circle)
4.
Learner can correctly explain whether quantitative or qualitative
methods or combination methods is the most suitable method in
this context.
Yes No
(Please circle)
5.
Learner can correctly identify relevant stakeholders that Sam
needs to consult and collaborate with.
Yes No
(Please circle)
6.
Learner can correctly identify elements which should be
included as the basis for project risk-management planning.

Yes No
(Please circle)
7.
Learner can correctly identify three steps that Sam might take
as part of the risk analysis process.
Yes No
(Please circle)
8.
Learner can correctly discuss the process of evaluating program
risks which Sam might follow.
Yes No
(Please circle)
9.
Learner can correctly identify and provide details of risk
treatment options which Sam might consider and explain how
they can benefit his company.
Yes No
(Please circle)
Comments
Satisfactory

Activity 1C
Objective
To provide you with an opportunity to:
· P.C. 1.4 - Ensure risk management is visible and dynamic
across the program so that risks are assigned and managed in a
timely manner.
· P.C. 1.5 - Develop and maintain a program risk-management
system to enable effective management and communication of
risks, controls, treatments and outcomes to stakeholders across
the program
Simulated Case:
You are working as a project manager in ABC Company. You
are assigned an urgent project which needs to be completed by
15 days. Due to time constraint, you are aware that there are
several risks associated with the project.
1. What can you do to ensure risk management is effective to
manage risks across the program?
2. Specify reasons for implementing communication and
consultation processes.
3. Specify tasks that should be undertaken by the risk
management team.

4. When developing and maintain the risk management system,
which policies/procedures/programs may be implemented for
the effective control of risk?
5. Develop one of a risk management system that you believe it
is effective for the above context, and further explain how to
keep maintaining its effectiveness.
6. What are methods which may be used for communication of
risks, controls, treatments, and outcomes to relevant
stakeholders?

Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist
1.
Learner can correctly identify how to ensure risk management is
effective to manage risks across the program based on a
provided scenario.
Yes No
(Please circle)
1.4 & 1.5
2.
Learner can correctly specify reasons for implementing
communication and consultation processes.
Yes No
(Please circle)
3.
Learner can correctly specify tasks that should be undertaken by
the risk management team.
Yes No
(Please circle)
4.

Learner can correctly explain policies/procedures/programs
which may be implemented for the effective control of risk
when developing and maintain the risk management system?
Yes No
(Please circle)
5.
Learner can correctly develop one of a risk management system
which is suitable for a context.
Yes No
(Please circle)
Learner can correctly explain how to keep maintaining an
effectiveness of a risk management system.
Yes No
(Please circle)
6.
Learner can correctly identify methods which may be used for
communication of risks, controls, treatments, and outcomes to
relevant stakeholders
Yes No
(Please circle)
Comments

Satisfactory
Activity 2A
Objective
P.C. 2.1 - To provide you with an opportunity to direct
management of the program in accordance with agreed program
risk-management plans.
1. Share your opinions regarding relevant actions that can be
taken when direct management of program. The instruction of
this task will be further explained by your trainer.
2. Imagine, if you were working in a construction project
manager, what would be relevant duties that you and your team
members may be expected to perform as part of risk
management.

Learner’s name
Assessor’s name

Unit of Competency
(Code and Title)
Marking checklist
1.
Learner can effectively use their verbal exchange skills to
communicate with a group.
Yes No
(Please circle)
2.1
Learner can correctly discuss relevant actions that can be taken
when direct management of program.
Yes No
(Please circle)
2.
Learner can correctly identify relevant duties that he/she and
his/her team members may be expected to perform as part of
risk management.
Yes No
(Please circle)
Comments

Satisfactory
Activity 2B
Objective
P.C. 2.2 - To provide you with an opportunity to review
progress, analyse variance and initiate risk responses to achieve
program objectives in dynamic risk environments.
Figure 1: Risk Management Process
The above figure simulates a risk management process of
banking operation. Review its risk management process and
answer the following questions.
1. Briefly explain the definition/ responsibilities of the
following risk management process.
· Establish the scope, context, and criteria
· Risk identification
· Risk analysis
· Risk Evaluation
· Risk treatment
· Monitoring and review
· Communication and consultation
· Recording and reporting
2. During the process of analysing risk variation, what are
methods and techniques that you should use?
3. Give two examples of associated risks in banking industry.

· Explain how each risk could occur
· What are initiate risk responses to achieve program
objectives?

Activity 2B checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist

1.
Learner can briefly explain the definition/ responsibilities of
establish the scope, context, and criteria in a risk management
process.
Yes No
(Please circle)
2.2
risk identification in a risk management process.
Yes No
(Please circle)
risk analysis in a risk management process.
Yes No
(Please circle)
risk evaluation in a risk management process.
Yes No
(Please circle)
risk treatment in a risk management process.
Yes No
(Please circle)
Learner can briefly explain the definition/ responsibilities
monitoring and review in a risk management process.
Yes No

(Please circle)
communication and consultation in a risk management process.
Yes No
(Please circle)
recording and reporting in a risk management process.
Yes No
(Please circle)
2.
Learner can correctly identify methods and techniques that
should be used during the process of analysing risk variation.
Yes No
(Please circle)
3.
Learner can correctly give two examples of associated risks in
banking industry.
Yes No
(Please circle)
Learner can correctly explain how each risk could occur.
Yes No
(Please circle)
Learner can correctly identify initiate risk responses to achieve
program objectives.
Yes No
(Please circle)

Comments
Satisfactory
Activity 2C
Objective
P.C. 2.3 - To provide you with an opportunity to ensure risks
are monitored and assessed across the program at agreed
intervals.
Scenario C
Jane is the owner of the Scissor salon. The working timing of
the salon is 10:30 am to 7:30 pm and it opens every day of the

week. Salon has a total of 7 employees. Apart from the salon,
premises have one stock room, one staff room, chairs, and a
fridge.
She realises that there is a risk related to the safety and health
of the salon products. Therefore, she would like to ensure these
risks are effectively monitored for her staff.
1. What could Jane act to ensure associated risks are effective ly
monitored across the program?
2. How to assess whether the associated risks are effectively
monitored across the program?

Activity 2C checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist
1.
Learner can correctly understand the risks regarding a provided
scenario.
Yes No
(Please circle)
2.3
Learner can correctly understand what Jane should act to ensure
associated risks are effectively monitored across the program.
Yes No
(Please circle)

2.
Learner can correctly assess whether the associated risks are
effectively monitored across the program.
Yes No
(Please circle)
Comments
Satisfactory
Activity 2D
Objective
P.C. 2.4 - To provide you with an opportunity to direct response
to actuated program risk (issues) and ensure remedial actions
are authorised with impact analysis, to achieve program
objectives.
Complete the following tasks individually or as instructed by
your trainer:
1. Explain what could be actuated program risk (issues)?
2. In your point of views, what responsibilities do you believe
that they are associated with the direction of response to
actuated program risk? Please explain your opinions to your

members.
3. Give examples of remedial actions that may be authorised
with impact analysis for the achievement of program objecti ves.

Activity 2D checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist
1.
Learner participated in a small group discussion and correctly
used verbal exchange skills.
Yes No
(Please circle)
2.4
Learner can correctly explain what actuated program risk
(issues) could be.
Yes No
(Please circle)
2.
Learner can correctly identify and explain responsibilities that
they are associated with the direction of response to actuated

program risk.
Yes No
(Please circle)
3.
Learner can give examples of remedial actions that may be
authorised with impact analysis for the achievement of program
objectives.
Yes No
(Please circle)
Comments
Satisfactory
Activity 3A
Objective
· P.C. 3.1 - To provide you with an opportunity to identify and
document program residual risk to alert stakeholders of any
transferred liability at program completion.
· P.C. 3.2 - To provide you with an opportunity to review and
analyse program outcomes to assess the effectiveness of the
risk-management methodology.
· P.C. 3.3 – To analyse, document and recommend lessons
learned for application in other programs
Scenario D:

Peter is the owner of the Billatong bar and grill. His business
has been severely impacted by Covid19 pandemic since last
year. He has recently started to promote a program for the
purpose of increasing the popularity and encouraging customers
to spend more. This has involved adding more meals to the
menu, introducing special drinks offers, and providing existing
customers with rewards for loyalty.
Peter has been generally satisfied with the level of success
achieved through the adoption of these strategies. However,
some customer complaints have been made about the new meals,
and the introduction of drinks offers has had a negative
financial effect. Peter has used different controls for the
purpose of addressing these negative aspects. However, there is
still some risk associated with the program for the bar and grill.
1. Identify program residual risks related to the provided
context.
2. Who may be the relevant stakeholders who Peter might be
expected to alert to the residual risk?
3. Carefully read the above context again, and analyse both
positive and negative program outcomes from above context.
4. What is the risk management method which has been
implemented by Peter?
5. Assess whether the risk management method is effective.
Please provide your support why or why not.
6. Specify issues that may be identified when performing
analysis of the risk management program.
7. What would you suggest improving the risk management
program from a context?

Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist

1.
Learner can correctly identify program residual risks related to
the provided context.
Yes No
(Please circle)
3.1, 3.2& 3.3
2.
Learner can correctly identify relevant stakeholders who Peter
might be expected to alert to the residual risk.
Yes No
(Please circle)
3.
Learner can correctly analyse both positive and negative
program outcomes from a provided context.
Yes No
(Please circle)
4.
Learner can correctly identify risk management method which
has been implemented by Peter
Yes No
(Please circle)
5.
Learner can correctly assess whether the risk management
method is effective.
Yes No
(Please circle)
6.
Learner can correctly specify issues that may be identified when
performing analysis of the risk management program.
Yes No
(Please circle)

7.
Learner can correctly suggest improving the risk management
program from a context.
Yes No
(Please circle)
Comments
Satisfactory
Summative Assessments
The summative assessments are the major activities designed to
assess your skills, knowledge and performance, as required to
show competency in this unit. These activities should be
completed after finishing the Learner Guide. You should
complete these as stated below and as instructed by your
trainer/assessor.
Skills, knowledge and performance may be termed as:

· Skills – skill requirements, required skills, essential skills,
foundation skills
· Knowledge – knowledge requirements, required knowledge,
essential knowledge, knowledge evidence
· Performance – evidence requirements, critical aspects of
assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative
tasks that should be assessed by observation (by the assessor or
third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of
competency – your assessor will provide further instructions to
you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal
questionnaire where the assessor asks you a series of questions
to confirm your competency for all of the required knowl edge in
the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity
performed either in the workplace or a simulated environment.
You should demonstrate the required practical tasks for the unit
of competency and be observed by the assessor and/or third
party, as applicable to the situation. If the third party is
required to observe you, you will need to make the required
arrangements with them.
If necessary for the activities, you should attach completed
written answers, portfolios or any evidence of competency to
this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you
have the required skills for this unit.

A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
The following foundation skills have been completely fullfilled
and complied by activity 1A-1C, 2A-2D and 3A.
· Reading
· Writing
· Oral Communication
· Interact with others
· Get the work done.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you
have the required knowledge for this unit.
The answers to the following questions will enable you to
demonstrate your knowledge of:
· Explain the use of risk management tools, frameworks,
systems, methodologies and standards
· Explain the use of a dynamic risk register across a program.
Answer each question in as much detail as possible, considering
your organisational requirements for each one.
1. Explain how each of these tools and techniques help with risk
identification and management.
· The Delphi technique
· Root cause analysis

· Benchmarking.
2. Explain how each of the following methods will use and help
in the process of risk management.
· Brainstorming
· Ranking risks
· Creating mitigation strategies.
3. Identify three aspects that the risk management framework
should enable in relation to risks.
4. Generally, what are policies/procedures/programs that may be
included within the risk management system?
5. Identify three types of outcomes that should be included
when updating the risk register.
6. Specify four details that should be included within a risk
register.
7. Briefly summarise the steps or procedures that help you to
effectively use a risk register across the risk management
program?
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate
the required performance elements for this unit.
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of

completion.
This activity will enable you to demonstrate the following
performance evidence:
· direct the planning of program risk management, including:
· assessment and selection of risk methods to suit risk context
· directing identification, documentation and analysis of risks as
basis for planning
· directing, supporting and mentoring project managers in
analysing, evaluation and treatment of risks
· ensuring risk management is visible and timely
· developing and maintaining a risk management system across
the program
· manage program risk, including:
· managing the program in accordance with plans
· reviewing progress, analysing variance and initiating risk
responses
· ensuring risks are assigned and monitored across the program
at agreed intervals
· issues are assessed for impact and remedial actions authorised
· assess project and program risk-management outcomes,
including:
· identifying and documenting residual risk
· reviewing and analysing program risk outcomes
· documenting, analysing and recommending lessons learned
· respond effectively to risk within complex programs that are
subject to unpredictable contextual pressures.
Answer the activity in as much detail as possible, considering if
you are now working as a project manager in the Koala Bank of
Australia.
1. Direct the planning of risk management for a program
specific to Koala Bank of Australia.
Perform the following activities as part of the planning process:

· Select ONE risk context that you believe it is relevant to your
bank
· Assess and select appropriate methods according to the risk
context
· Direct the identification, documentation, and analysis of risk
as the basis for planning
· Direct, support, and mentor project managers in the analysis,
evaluation, and treatment of risks
· Ensure risk management is visible and timely
· Develop and maintain a risk management system across the
program.
2. Undertake management of program risks in accordance with
the plans that were developed during the previous activity.
Perform the following activities as part of the risk management
process:
· Manage the program in accordance with plans
· Review progress, analyse variance, and initiate risk responses
· Ensure risks are assigned and monitored across the program at
agreed intervals
· Assess issues for impact and authorise remedial actions.
3. Conduct an assessment of project and program risk-
management outcomes in relation to the implementation of
methods during the previous activity.
Perform the following activities as part of the assessment
process:
· Identifying and documenting residual risk
· Reviewing and analysing program risk outcomes
· Documenting, analysing and recommending lessons learned.

Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary
verbal questions you have asked the learner to determine their
competency. For example, if you are unsure of their answer to a
question in the Learner Workbook, you may choose to ask them
a supplementary question to clarify their understanding of the
relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:
Satisfactory
Not Satisfactory
Question:
Learner answer:

Assessor judgement:
Satisfactory
Not Satisfactory
Question:
Learner answer:
Assessor judgement:
Satisfactory
Not Satisfactory
Question:
Learner answer:
Assessor judgement:
Satisfactory
Not Satisfactory
Question:

Learner answer:
Assessor judgement:
Satisfactory
Not Satisfactory
Feedback for the learner
I have read, understood, and am satisfied with the feedback
provided by the assessor.
Learner’s name

Learner’s signature
Assessor’s name
Assessor’s signature
Competency record to be completed by assessor
overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is
required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a
satisfactory standard?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the
learner to prove their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and
performance criteria and the evidence has been presented as:
Authentic
Yes No

(Please circle)
Valid
Yes No
(Please circle)
Reliable
Yes No
(Please circle)
Current
Yes No
(Please circle)
Sufficient
Yes No
(Please circle)
Learner is deemed:
Not yet competent
Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:

Learner’s signature
Assessor’s signature
BSBPMG616 - Manage program risk_Learner Workbook
Version 2.0_April 2021

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