PROJ6001 Integrated Project Management | My Assignment Tutor

PROJ6001 Assessment 1 Brief.docx Page 1 of 8 ASSESSMENT 1 BRIEFSubject Code and TitlePROJ6001 Integrated Project ManagementAssessmentAssessment 1: Project Management Processes and Project LifeCycle Report• Part A: Discussion activity: Change requirements andProject life cycle (Individual)• Part B: Project Life Cycle and Integration report(Individual / Group)Individual/GroupIndividual / GroupLengthPart A: Min 500 words per studentPart B: Max. 2500 words per reportLearning Outcomes1. Formulate appropriate project life cycle and integrateproject management process groups to deliversuccessful project outcomes.SubmissionPart A – By 11:55pm AEST/AEDT Sunday end of Module 2Part B – By 11:55pm AEST/AEDT Sunday end of Module 3Weighting45% (Part A: 15%; Part B: 30%)Total Marks45 marks Context:Imagine the voluminous processes, which are needed to successfully complete a project. As a projectmanager, you should see the big picture and coordinate the integration of these processes throughouta project life cycle (PLC). You begin with considering common elements to most projects (Five phasesand Ten knowledge areas), and reflecting on any changes happened, and later incorporating thechange requirements into each phase of PLC. As a result, relevant project elements and processescan be integrated and managed holistically.Project Integration requests that each phase of PLC must be carefully designed, evaluated andassessed based on specific project management approach. It is your decision, as a project manager,on what process groups are incorporated, and how Integrated Change Control (ICC) to be carried on.These decisions might be based on the ultimate goal and characteristics of the project, thestakeholders’ objectives or the budget, among other elements.PROJ6001 Assessment 1 Brief.docx Page 2 of 8Instructions:In this assessment, students are to work individually or in groups (max 4 members) to complete aproject management report to Executive Management, using PMBOK 6th Edition (PMI, 2017) as aguide. As a group, students assign project management roles and responsibilities to the groupmembers. A project case study will be provided. This assessment is divided into 2 parts.Part A – Discussion activity: Change requirement and Project life cycleTo begin Assessment 1 Part A, students will be given a scenario based on the selected case study.They will identify change requirements of the project and critically analyse how the requirementsintroduce changes to the project management plan, process groups and project life cycle. Students areencouraged to analyse the case and share personal thoughts with group members in the class, andactively seek feedback and inputs from facilitators. The individual and/or groups should organisediscussion notes and upload it on the Blackboard accordingly.Assessment 1 Part A is due at the end of Module 2. The discussion can be arranged in a “Main postand Responding post” format, or In-Class discussion notes format.Part B – Individual / Group Report: PLC and Integration reportAfter the proposed or identified changes to the project management plan, the formulation of projectmanagement processes and Project Life Cycle, students (individual or in group of 3-4 students) willelaborate and incorporate discussion outcomes from Assessment 1 Part A into the report. The reportshould be structured using an appropriate business style / format with maximum of 2500 words. Thekey contents should include but not limited to: Change requirements identification and change requestanalysis; Change details in the project management processes and each stage of project life cycle;Integrated change control; and justifications to the required changes that occur.Assessment 1 Part B is to be submitted at the end of Module 3. Each group must nominate agroup leader to upload the group final report on Blackboard. Only one submission is required for eachgroup.PROJ6001 Assessment 1 Brief.docx Page 3 of 8Learning Resources:Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge(PMBOK Guide) (6th edition.). Newtown Square, PA: PMI.https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5180849Project Management Institute. (2013). A Guide to the Project Management Body of Knowledge(PMBOK Guide) (5th edition). Newtown Square, PA: PMI.http://ezproxy.laureate.net.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=siteSanghera, P. (2018). PMP® in Depth: Project Management Professional Certification Study Guide forthe PMP® Exam. Apress.https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5528907Dionisio, C.S. (2017). A Project Manager’s Book of Forms: A companion to the PMBOK guide – SixthEdition. John Wiley & Sons.https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5116553Herholdt, J. (2012). Managing Change in Organisations. Knowres Publishing.https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=3544742*The above are suggested learning resources. Students are encouraged and may be required tosearch further for specialist resources in order to complete their assessments.See the learning rubrics in the following pages for details on the assessment criteria.PROJ6001_Assessment 1 brief June20.docx Page 4 of 8Learning Rubric: Assessment 1 Part A – Change Requirement Posting Activity Assessment AttributesFail(0-49)Pass(50-64)Credit(65-74)Distinction(75-84)High Distinction(85-100)Contribution of thechange requirementsthrough variousproject stages,formulatingappropriate project lifecycle, and integratingproject managementprocess groups65%Fails to contribute tochange requirementsanalysis and / or formulationand integration groupactivity.Contributes to changerequirements analysis,formulation and integrationbut work accomplishedlacks insight, and showslimited knowledge orunderstanding of projectmanagement plan,processes and life cycle.Resembles a recall orsummary of key ideas.Often conflates/confusesassertion of personalopinion with informationsubstantiated by evidencefrom the research/coursematerials.Contributes to changerequirements analysis,formulation and integrationand work shows insight,and shows understanding ofproject management plan,processes and life cycle.Supports personal opinionand informationsubstantiated by evidencefrom the research/coursematerials.Demonstrates a capacity toexplain and apply relevantconcepts.Contributes to changerequirements analysis,formulation and integrationand work shows insight,and thorough understandingof project managementplan, processes and lifecycle.Discriminates betweenassertion of personalopinion and informationsubstantiated by robustevidence from theresearch/course materialsand extended reading.Well demonstrated capacityto explain and applyrelevant concepts.Actively contribute to changerequirements analysis, asophisticated understanding ofproject management plan,processes and life cycle.Systematically and criticallydiscriminates between assertionof personal opinion andinformation substantiated byrobust evidence from theresearch/course materials andextended reading.Mastery of concepts andapplication to newsituations/further learning.Contribution is comprehensive,and advances the group’s task. PROJ6001_Assessment 1 brief June20.docx Page 5 of 8 Assessment AttributesFail(0-49)Pass(50-64)Credit(65-74)Distinction(75-84)High Distinction(85-100)Constructive feedbackto peers and teamwork25%Fails to offer any feedback.No support orencouragement to groupmembers.No awareness or sensitivityto diversity amongst groupmembers.Offers feedback but rarelyconstructive or useful.Feedback is not alwaysclear or specific to guidepeers.Little support orencouragement to groupmembers.Demonstrates littleawareness of and/orsensitivity to diversityamongst group members.Offers feedback that issometimes constructive oruseful.Feedback is provided withexamples to guide peers.Some support andencouragement to groupmembers.Demonstrates some level ofawareness of and sensitivityto diversity amongst groupmembers.Offers constructivefeedback regularly.Formulates the merits ofalternative ideas orproposals andcommunicates them topeers.Offers support andencouragement to groupmembers.Demonstrates a high levelof awareness of andsensitivity to diversityamongst group members.Always offers detailedconstructive feedback that isspecific and appropriate.Expertly articulates the merits ofalternative ideas or proposalsand communicates themeffectively to peers. Providesexpert assistance, support, andencouragement to groupmembers.Consistently demonstrates ahigh level of awareness of andsensitivity to diversity amongstgroup members.Time Management10%Fails to deliver the assignedtasks on time and/or is ofpoor quality.Often forces the group tomake last-minuteadjustments and changes toaccommodate missingwork.Delivers some of theassigned tasks ofcompromised quality, but ontime. Minimises the need forthe group to make lastminute adjustments andchanges to accommodatemissing work.Delivers most of theassigned tasks on time.Recognises andaccommodates the group inmaking last-minuteadjustments and changes toany missing work.Delivers all the assignedtasks on time.Leads the group in makinglast-minute adjustments andchanges to any missingwork.Delivers all the assigned taskbefore deadline.Leads the group to assure workis completed and no last-minuteadjustments and changes arerequired. PROJ6001_Assessment 1 brief June20.docx Page 6 of 8Learning Rubrics: Assessment 1 Part B – Individual / Group Report Assessment AttributesFail(0-49)Pass(50-64)Credit(65-74)Distinction(75-84)High Distinction(85-100)Contributions tochange requirements,changes in the projectmanagement plan,project managementprocesses and projectlife cycle, integratedproject management,and justifications tothe required changes60%Fails to contribute tochange requirements andgroup activity.Limited knowledge ofchange management.Understands changemanagement principles andprocesses, and some of theimpacts on project and staff.Contributes to changerequirements and groupactivityResembles a recall orsummary of key ideas.Conflates/confusesassertion of personalopinion with informationfrom the research/coursematerials.Articulates how to facilitateteam’s involvement in thechange process.Communicates the need forchange and strategies tosupport new ideas andprocesses.Understands the role ofculture on change.Supports personal opinionand informationsubstantiated by evidencefrom the research/coursematerials.Demonstrates a capacity toexplain and apply relevantconcepts.Advocates processes toenable continuousimprovement.Suggests a plan to developindividual and teamcommitment to newsolutions.Articulates strategies toencourage knowledgesharing under differentchange scenarios.Discriminates betweenassertion of personalopinion and informationsubstantiated by robustevidence from theresearch/course materialsand extended reading.Well demonstrated capacityto explain and applyrelevant concepts.Elaborates a process to createinnovative solutions.Identifies a framework to fostera continuous improvement cycleof learning within theorganisation.Anticipates obstacles andsuggests ways to alleviateobstruction.A sophisticated understandingof project management plan,integration, processes and lifecycle.Discriminates between assertionof personal opinion andinformation substantiated byrobust evidence from theresearch/course materials andextended reading.Mastery of concepts andapplication to newsituations/further learning.Contribution is comprehensive, PROJ6001_Assessment 1 brief June20.docx Page 7 of 8 and advances the group’s task.Effectivecommunication,professionallypresented businessreport30%Difficult to understand foraudience, no logical/clearstructure, poor flow ofideas, argument lackssupporting evidence.No effort is made to keepaudience engaged,audience cannot follow theline of reasoning.Little use of presentationaids, or the presentationaids and material used areirrelevantInformation, arguments andevidence are presented in away that is not always clearand logical.Attempts are made to keepthe audience engaged, butnot always successful. Lineof reasoning is often difficultto follow.Presentation aids are usedmore for effect thanrelevance.Information, arguments andevidence are wellpresented, mostly clear flowof ideas and arguments.The audience is mostlyengaged, line of reasoningis easy to follow.Effective use ofpresentation aids.Information, arguments andevidence are very wellpresented, the presentationis logical, clear and wellsupported by evidence.Engages the audience,demonstrates culturalsensitivity.Carefully and well preparedpresentations aids areused.Expertly presented; thepresentation is logical,persuasive, and well supportedby evidence, demonstrating aclear flow of ideas andarguments.Engages and sustainsaudience’s interest in the topic,demonstrates high levels ofcultural sensitivity.Effective use of diversepresentation aids, includinggraphics and multi-media. PROJ6001_Assessment 1 brief June20.docx Page 8 of 8 Use of academic anddiscipline conventionsand sources ofevidence. Properreferencing style.10%Poorly written with errors inspelling, grammar.Demonstrates inconsistentuse of good quality, credibleand relevant researchsources to support anddevelop ideas.There are mistakes in usingthe APA style.Is written according toacademic genre (e.g. withintroduction, conclusion orsummary) and has accuratespelling, grammar,sentence and paragraphconstruction.Demonstrates consistentuse of credible and relevantresearch sources to supportand develop ideas, butthese are not always explicitor well developed.There are no mistakes inusing the APA style.Is well-written and adheresto the academic genre (e.g.with introduction, conclusionor summary).Demonstrates consistentuse of high quality, credibleand relevant researchsources to support anddevelop ideas.There are no mistakes inusing the APA style.Is very well-written andadheres to the academicgenre.Consistently demonstratesexpert use of good quality,credible and relevantresearch sources to supportand develop appropriatearguments and statements.Shows evidence of readingbeyond the key readingThere are no mistakes inusing the APA style.Expertly written and adheres tothe academic genre.Demonstrates expert use ofhigh-quality, credible andrelevant research sources tosupport and develop argumentsand position statements. Showsextensive evidence of readingbeyond the key readingThere are no mistakes in usingthe APA Style.

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