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Foundation Certificate in Project Management Exam Dumps

ISEB-PM1 Exam Format | Course Contents | Course Outline | Exam Syllabus | Exam Objectives

Exam ID : ISEB-PM1

Exam Title : BCS Foundation Certificate in IS Project Management

Questions : 40

Pass Marks : 26

Duration : 1 hour

Exam Type : multiple-choice

This certificate is appropriate for anyone involved in or affected by IT projects; this extends to users, buyers and directors.
Candidates will be able to demonstrate and execute an understanding of the principles of project management in their organisation, including an understanding of:

Project planning

Monitoring and control

Change control and configuration management

Effort estimation

Quality and risk management

Communication between project stakeholders

Objectives

Candidates who pass the Foundation Certificate should be able to demonstrate an understanding of the principles of project management, including those that relate to project planning, monitoring and control, change control and configuration management, effort estimation, quality and risk management and communication between project stakeholders.

1. Projects and Project Work

 The definition of projects, as opposed to other types of work

 Terms of reference for a project

 The purpose of project planning and control

 The typical activities in a system development life-cycle

 System and project life cycles

 Variations on the conventional project life cycle, such as the use of prototypes or an iterative approach (e.g. the creation and testing of a series of versions of a product that converge on the final deliverable) or incremental approach (i.e. the phased creation and delivery of a series of products to users)

 Implementation strategies e.g. parallel running, ‘sudden death, use of pilots

 Purpose and content of business case reports; the use and significance of discounted cash flows in such reports (Note: knowledge of the method of calculation is NOT required)

 Types of planning document: project initiation documents; project and stage plans, quality plan, communications plan, risk plan

 Post implementation review

2. Project Planning

Note: candidates are expected to have an understanding of both the product and activity based approaches to planning

 Project deliverables and intermediate products

 Work and product breakdowns

 Product definitions (including the identification of derived from, and component of relationships between products)

 Relationship between products and activities in a project

 Check points and milestones

 Lapsed time and effort required for activities

 Activity networks (using ‘activity on node notation)

 Calculation of earliest and latest start and end dates of activities and resulting float

 Identification and significance of critical paths

 Resource allocation, smoothing and levelling, including the use of resource histograms

 Work schedules and Gantt charts

3. Monitoring and Control

 The project control life cycle: including planning, monitoring achievement, identifying variances, taking corrective action

 The nature of, and the purposes for which, information is gathered

 Collecting progress information

- Timesheets,

- Team progress meetings

- Error and change reports etc

 Presenting progress information

- Content of progress reports

- Graphical presentation of progress information e.g. accumulative resource charts (also known as S-curve charts)

- Use of earned value analysis, including where it would be applied in project life-cycle (Note: it is not expected that candidates be able to calculate and interpret earned value figures)

 The reporting cycle

- Reporting structures in projects

- Timing, personnel and purpose of different types of reporting meetings

 Corrective action

- Tolerance and contingency

- Exception reports and plans

- Management procedures involved in changing plans

- Options, including extending or staggering deadlines, increasing resources, reducing Functionality or quality requirements, cancelling the project etc.

4. Change Control and Configuration Management

 Reasons for change and configuration management

 Change control procedures

- Role of change control boards

- Generation of change requests

- Change request evaluation (e.g. its impact on the business case)

- Change request authorisation

 Configuration management

- Purpose and procedures

- Identification of configuration items

- Product baselines

- Configuration management databases: content and use

5. Quality

 Definitions of the term ‘quality e.g. ‘fitness for purpose

 Quality control versus quality assurance

 Defining quality: definition and measurement

 Detection of defects during the project life cycle

 Quality procedures: entry, process and exit requirements

 Defect removal processes, including testing and reviews

 Types of testing (including unit, integration, user acceptance, and regression testing)

 The inspection process, peer reviews

 Principles of IS0 9001:2000 quality management systems

 Supplier evaluation

6. Estimating

 Effects of over and under-estimating

 Effort versus duration; relationship between effort and cost

 Estimates versus targets

 Use of expert judgement (advantages and disadvantages)

 The Delphi approach

 Top-down estimating

- Identification of size drivers (e.g. function points etc)

- Identification of productivity rates (e.g. function points per day)

- Need for past project data to establish productivity rates

- Factors affecting productivity rates (e.g. staff experience)

- Estimation of effort for new projects using productivity rates and size drivers

 Bottom up approaches to estimating

 Use of analogy in estimating

7. Risk

 Definition of the term ‘risk; components of risk: risk events (or triggers), probability, impact

 Ways of categorising risk, e.g. business versus project

 Identification and prioritisation of risk

 Assessment of risk exposure (i.e. combining consideration of potential damage and probability of loss)

 Risk responses and actions: risk prevention, reduction, acceptance, transfer and contingency planning

 Typical risks associated with information systems development

 Assessment of the costs/benefits of risk reduction activities

 Maintenance of risk registers and risk logs

8. Project Communications and Project Organisation

 Relationship between programmes and projects

 Identifying stakeholders and their concerns

 The project sponsor

 Establishment of the project authority (e.g. project board, steering committee etc.)

 Membership of project board/steering committee

 Roles and responsibilities of project board, project manager, stage manager, team leader

 Desirable characteristics of project manager

 Role of project support office

 The project team and matrix management

 Reporting structures and responsibilities

 Management styles and communication (including same time/same place; same time/different place, different time/same place, different time/different place)

 Team building (including phases of team cohesion e.g. forming, storming, norming, performing, adjourning)

 Team dynamics

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ISEB-PM1 PDF Sample Questions

ISEB-PM1 Sample Questions

ISEB
ISEB-PM1
Foundation Certificate in Project(R) Management
https://killexams.com/pass4sure/exam-detail/ISEB-PM1
Answer: B
QUESTION: 611
During which process would you obtain stakeholders' formal acceptance of the completed
project scope?
A. Quality control
B. Scope verification
C. Scope control
D. Close project
Answer: B
QUESTION: 612
The initial development of a Project Scope Management plan uses which technique?
A. Alternatives identification
B. Scope decomposition
C. Expert judgment
D. Product analysis
Answer: C
QUESTION: 613
What is a hierarchically organized depiction of the identified project risks arranged by
risk category?
A. Risk register
B. Risk breakdown structure (RBS)
C. Risk management plan
D. Risk category
Answer: B
QUESTION: 614
Which is a tool or technique used in scope definition?
200
A. Templates, forms and standards
B. Change requests
C. Stakeholder analysis
D. Project assumptions
Answer: C
QUESTION: 615
What is
the total float of the critical path?
A. Can be any number
B. Zero or positive
C. Zero or negative
D. Depends on the calendar
Answer: C
QUESTION: 616
Which of the following is the correct network diagram for the table?
A. Begin - A - C - D - E - End - B - D
B. Begin - A - B - C - D - E - End
C. Begin - A - B - D - E - End A - C - D
D. Begin - A - C - D - E - End - B - C
Answer: A
QUESTION: 617
201
Which of the following is a schedule network analysis technique that takes limited
resources into account?
A. Network reserve analysis
B. Critical chain method
C. Lead and lag adjustment
D. Critical path method
Answer: B
QUESTION: 618
Fast tracking is a schedule compression technique used to shorten the project schedule
without changing project scope. Which of the following can result from fast tracking?
A. The risk of achieving the shortened project time is increased.
B. The critical path will have positive total float.
C. Contingency reserves are released for redeployment by the project manager.
D. Duration buffers are added to maintain a focus on planned activity durations.
Answer: A
QUESTION: 619
Which estimating technique uses the actual costs of previous similar projects as a
basis
for estimating the costs of the current project?
A. Analogous
B. Parametric
C. Bottom-up
D. Top-down
Answer: A
QUESTION: 620
Your project has an EV of 100 work-days, an AC of 120 work-days, and a PV of 80
work-days. What should be your concern?
A. There is a cost under run.
202
B. There is a cost overrun.
C. May not meet deadline.
D. The project is 20 days behind schedule.
Answer: B
QUESTION: 621
project team
Which illustrates the connection between work that needs to be done and its
members?
A. Work breakdown structure
B. Network diagrams
C. Staffing management plan
D. Responsibility matrix
Answer: D
QUESTION: 622
When can pre-assignment of project team members occur?
A. When the project uses capital expenditures.
B. When the required staff can be acquired from outside sources.
C. When the project would be ignored due to travel expenses.
D. When the project is the result of specific people being promised as part of a
competitive proposal.
Answer: D
QUESTION: 623
Which process uses occurrence probability and impact on project objectives to assess the
priority of identified risks?
A. Risk identification
B. Qualitative risk analysis
C. Risk management planning
D. Quantitative risk analysis
203
Answer: B
QUESTION: 624
In which process might you use risk reassessment as a tool and technique?
A. Qualitative risk analysis
B. Risk monitoring and control
C. Monitor and control project work
D. Risk response planning
Answer: B
QUESTION: 625
A contract management plan is a subsidiary of what other type of plan?
A. Resource plan
B. Project management plan
C. Cost control plan
D. Expected monetary value plan
Answer: B
204
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ISEB-PM1 Management exam syllabus

ISEB-PM1 Management exam syllabus :: Article Creator

Use A Syllabus

Would you pay lots of bucks for a category and invest a whole bunch of hours in case you didn’t understand what material become going to be coated, or when the quizzes and assessments were, and what became regarded a passing grade? Most individuals wouldn’t, yet every day tons of of individuals virtually do this once they show up for flight practicing and it's carried out with out the improvement of a syllabus.

if you’re no longer already a subscriber, what are you watching for? Subscribe today to get the situation as soon because it is released in either Print or Digital codecs.

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Is a syllabus required for flight practising? The FAA doesn't mandate the use of a syllabus below half sixty one. youngsters,beneath part 141, pilot faculties are required to use a structured training application that contains a syllabus. The aspects and potential requirements of elements 61 and 141 are identical—the adventure requirements are slightly diverse, although, as a non-public pilot applicant who has knowledgeable below half 141 can qualify to take the verify journey at 35 hours, as compared to 40 hours under half sixty one.

Is a syllabus positive for practicing? yes, it is. It’s like a highway map for both teacher and learner, displaying you the place you're heading in practising and what milestones await. under part sixty one, the CFI can create their personal syllabus the use of the FARs and the standards for the certificates or score they're teaching, or they should buy an off-the-shelf product like a syllabus from Jeppesen, Cessna, Sporty’s, or King colleges.

Ostensibly, these syllabi had been designed to get the applicant via training in the minimum period of time. They are often used partially 141 courses. therefore, the syllabus suggests the minimal time that should be spent on every lesson and the features that need to be coated. below part 141, the syllabus must be strictly followed, and this lack of flexibility can make it tricky to alter for climate, pupil and/or medical certification delays, and mechanical considerations.

there is nothing that claims a CFI can’t take a syllabus that changed into designed for half 141 guide and follow it during half sixty one training. certainly, many CFIs who knowledgeable at 141 courses however went on to train under sixty one commonly use the syllabus they educated with at their vicinity of employment; despite the fact, they don’t need to adhere to the half 141 time constraints or sequence requirements.

CFIs who create their own syllabus can regulate for towered vs. nontowered airports, airspace, equipment obtainable, weather, their educating trend, and the abilities acquisition style of novices. often these syllabi are adjusted as the instructor’s experience changes.

Rod Machado, flight instructor, aviation creator, and humorist, created a syllabus that dovetails into his ordinary online floor faculty. “an excellent syllabus covers what's critical and no useless things,” says Machado.“A flight instructor can look at the distinctive syllabi accessible and find the one that's most effective and put off what isn't for the practising they're featuring. The syllabus offers the CFI information, however they shouldn’t be the use of it to just verify the packing containers. They should tailor the lesson to the learner and not be a slave to the syllabus.”

the manner a syllabus gifts the counsel is critical, says Machado, who advocates the building block approach, which organizes training that begins with essentially the most fundamental tasks—akin to takeoffs, climbs, turns, and descents—and builds on them as the learner’s ability and event develop. “The syllabus additionally needs to also be time ‘do-competent,’ as the length of the instructions need to make experience and be useful. they could’t be too long.”

can you imagine going for walks into a college school room and the teacher asking, “What we could do these days?” A adaptation of that occurs all of the time when a syllabus is not used, says Michael McCurdy, proprietor and CEO of CHS Flight school at Charleston foreign Airport (KCHS) in South Carolina.

“If the CFI became no longer proficient using a syllabus, there is an outstanding probability they gained’t use it to educate their novices. which you could tell this has took place when the CFI greets the learner by asking, ‘What do you are looking to do nowadays?’ and the customer replies, ‘You’re the instructor, shouldn’t you understand what we’re going to do?’”

McCurdy’s college operates beneath part sixty one with a syllabus created in-apartment, constructed round the usage of the Redbird FMX as a strategies coach. The beginners profit advantage on the floor the place the instructor can handle the climate, then flow out to the aircraft—and are superior organized. This leads to short growth and a success investigate rides.

Flight guide is a second career for McCurdy—his first become law enforcement. He has been a CFI for 20 years and says the beginners—not the instructors—get essentially the most out of the syllabus.

“if you're equipped and have adventure, might be you, the CFI, don’t want a syllabus—but the freshmen recognize using one so that they recognize the place they're at and what's down the road for them.”

McCurdy’s school commonly picks up valued clientele who were training elsewhere with no syllabus and left because they didn’t think they had been making growth. Some CFIs evaluate this to playing soccer and never realizing where the aim posts are.

“the inability of a syllabus during my initial practising resulted in uncertainty on my half about what turned into required and where i used to be when it comes to development,” recollects Karen Kalishek, chairman of the countrywide affiliation of Flight Instructors, a delegated pilot examiner, and an airline transport pilot. “When my instructor went on holiday, the lessons with a alternative have been mostly redundant seeing that there had been no monitoring.”

“In these days’s atmosphere with rapid turnover of CFIs—which makes it extra likely that a learner will experience transition to one more fundamental flight teacher—I totally advocate the usage of a syllabus,” Kalishek continues. “it is a device to tune development, boost effectivity, keep practicing bucks and assist decent communique between the instructor and learner.

this article was in the beginning published in the March 2023 challenge 935 of FLYING.

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Foundation Certificate in Project Management Exam Dumps

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