Project Management Report using PMBOK as a Guide

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In this assessment, students are to work individually or in groups of 3-4 to complete a project management report to Executive Management using PMBOK (PMI, 2013) as a guide. Students assign project management roles and responsibilities to the group members.

This assessment is divided into 2 parts.

Part A – Discussion activity: Change requirement and Project life cycle

To begin Assessment 1 Part A, students will be given a scenario based on approved project. They will identify change requirements of the project and critically analyse how the requirements introduce changes to the project management plan, process groups and life cycle of the project. Students are encouraged to analyse the case and share personal thoughts with group members in the class, and actively seek feedback and inputs from facilitators. The individual and group should organise discussion notes and upload it on the Blackboard accordingly.

Part B – Individual / Group Report

After the proposed changes to the project management plan and the formulation of project management processes and life cycle, students (individual or in group of 3-4 students) will elaborate and incorporate discussion outcomes from Assessment 1 Part A into a report. The report should be structured using an appropriate business style / format with maximum of 3000 words. The key contents of the report should include but not limited to: Change request analysis; 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

Attributes

Fail

(0-49)

Pass

(50-64)

Credit

(65-74)

Distinction

(75-84)

High Distinction

(85-100)

Contribution of the

change requirements

through various

project stages,

formulating

appropriate project

life cycle, and

integrating project

management process

groups

65%

Fails to contribute to

change requirements

analysis and / or

formulation and

integration group

activity.

Contributes to change requirements analysis, formulation and integration but work accomplished lacks insight, and shows limited knowledge or understanding of project management plan, processes and life cycle.

Resembles a recall or summary of key ideas.

Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.

Contributes to change requirements analysis, formulation and integration and work shows insight, and shows understanding of project management plan, processes and life cycle.

Supports personal opinion and information substantiated by evidence from the research/course materials.

Demonstrates a capacity to explain and apply relevant concepts.

Contributes to change requirements analysis, formulation and integration and work shows insight, and thorough understanding of project management plan, processes and life cycle.

Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.

Well demonstrated capacity to explain and apply relevant concepts.

Actively contribute to change requirements analysis, a sophisticated understanding of project management plan, processes and life cycle.

Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.

Mastery of concepts and application to new situations/further learning.

Contribution is comprehensive, and advances the group’s task.

Assessment

Attributes

Fail

(0-49)

Pass

(50-64)

Credit

(65-74)

Distinction

(75-84)

High Distinction

(85-100)

Constructive feedback to peers and teamwork

25%

Fails to offer any feedback.

No support or encouragement to group members.

No awareness or sensitivity to diversity amongst group members.

Offers feedback but rarely constructive or useful.

Feedback is not always clear or specific to guide peers.

Little support or encouragement to group members.

Demonstrates little awareness of and/or sensitivity to diversity amongst group members.

Offers feedback that is sometimes constructive or useful.

Feedback is provided with examples to guide peers.

Some support and encouragement to group members.

Demonstrates some level of awareness of and sensitivity to diversity amongst group members.

Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers.

Offers support and encouragement to group members.

Demonstrates a high level of awareness of and sensitivity to diversity amongst group members.

Always offers detailed constructive feedback that is specific and appropriate.

Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers. Provides expert assistance, support, and encouragement to group members.

Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst group members.

Time Management

10%

Fails to deliver the assigned tasks on time and/or is of poor quality.

Often forces the group to make last-minute adjustments and changes to accommodate missing work.

Delivers some of the assigned tasks of compromised quality, but on time. Minimises the need for the group to make last-minute adjustments and changes to accommodate missing work.

Delivers most of the assigned tasks on time.

Recognises and accommodates the group in making last- minute adjustments and changes to any missing work.

Delivers all the assigned tasks on time.

Leads the group in making last-minute adjustments and changes to any missing work.

Delivers all the assigned task before deadline.

Leads the group to assure work is completed and no last-minute adjustments and changes are required.

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