ASSESSMENT BRIEF
Subject Code and Title PROJ6001 Integrated Project Management
Assessment Assessment 2: Enterprise Environmental Factors Analysis (2 parts, Individual / Group based)
• Part A: Module 4 Discussion activity: EEFs and
tools of Impact Analysis
• Part B: Impact Analysis Report and Individual
Reflection
Individual/Group Individual / Group
Length Part A: Min 500 words
Part B: 1500 words report + min 500 words individual reflection
Learning
Outcomes 2. Critically evaluate the impact of internal and external
factors on project management processes and develop strategies to
implement appropriate courses of action.
3. Articulate project
management outcomes and communicate using a range of media to diverse
stakeholders representing differing expectations.
Submission Part A: By 11:55pm AEST/AEDT Sunday end of Module 4 Part B: By 11:55pm AEST/AEDT Sunday end of Module 5
Weighting 60% (Part A: 15%; Part B: 45%)
Total Marks 60 marks
Context:
Enterprise
Environment Factors (EEF) influence on organisations, projects and
outcomes. The project team usually has no control over them.
Nevertheless, it is important for the project team to effectively manage
EEF as they can impact on project success. In PMBOK (PMI, 2013), EEF
are a key input to project management processes.
Reflective exercises
can help increase the value of the learning experience by relating new
materials of learning to prior knowledge and create a better
understanding of the discipline. Reflection improves learning by
providing a structure to reflect systematically over time on the
learning process and to develop critical reflective aptitudes, skills
and habits. Successful reflection enables self-awareness, personal and
professional growth, lifetime learning, and
will help students develop into active and aware learners and become a reflective practitioner in their professional life.
Instructions:
This assessment contains 2 parts.
Part A – Module 4 Discussion activity: EEF and Tools of Impact Analysis
In Assessment 2 Part A, students will use their project developed for Assessment 1:
· Identify enterprise environmental factors (EEF) of the project;
· Propose a tool, technique or framework intend to use for qualitative and/or quantitative impact analysis of EEF;
· Justify why the selected tool/technique is appropriate.
Students
are encouraged to identify EEFs from the project chosen and share
personal thoughts with group members in the class. Actively seek
feedback and inputs from facilitators. The individual and group should
organise discussion notes and upload it on the Blackboard accordingly.
Assessment 2 Part A is due by the end of Module 4.
Part B – Impact Analysis Report and Individual Reflection
In
Part B, students will assess and incorporate the feedback received from
their peers in Module 4 discussion and submit a report on the impact
analysis of EEF identified within 1500 words. The report should address
the following:
· Evaluation of the internal and external factors and their impact on project management processes
· Development of strategies to implement the appropriate actions
· Drafted communication plan and outcomes to diverse stakeholders
At
end of the report, each group member is required to provide a 500-word
of personal learning reflection. The reflection should cover
· What key knowledge and skills you learned through this subject?
· How will they benefit you further study and career?
· Any Good, Bad or Ugly of your total learning experience?
Assessment 2-Part B is due by the end of Module 5
Demonstration of accomplishments
It
is students’ choice on how they wish to present this assessment.
Students may use a wide range of digital and multimedia technologies for
presentation. Alternatively, it could be in form of a writing piece,
diary, etc.
My Portfolio on Blackboard is a space set up for you to
collect and organise artefacts representative of work completed over
time. It helps you demonstrate and record progress and achievement.
Students are welcome to use the portfolio to record their learning and
reflection. This is a personal space for the student. My Portfolio can
be found under ‘Assessments’ ? ‘My Portfolio’.
Further information on
creating and sharing Portfolios is available here:
https://en-us.help.blackboard.com/Learn/9.1201404/Student/090Tools/Portfolios
Learning Resources:
Burke, R. (2013). Project Management Techniques (2nd ed.). US: Burke Publishing.
Project
Management Institute. (2017). A guide to the project management body of
knowledge (PMBOK Guide) (6th ed.). Newtown Square, PA: PMI.
Project
Management Institute. (2013). A guide to the project management body of
knowledge (PMBOK Guide) (5th ed.). Newtown Square, PA: PMI.
*The
above are suggested learning resources. Students are encouraged and may
be required to search further for specialist resources in order to
complete their assessments.
See the learning rubrics in the following pages for details on the assessment criteria
Learning Rubrics: Assessment 2 Part A – Module 4 Discussion activity: EEFs and Tools of Impact Analysis
Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Identification of EEF
40%
Fails to identify and/or address any of the cultural, political,
economic, technological and/or legal environment factors the project is
operating in Identifies and addresses one of the factors the project is
operating in. For example:
· Cultural
· Political
· Economic
· Technological
· Legal Identifies and addresses 2 of the factors the project is operating in. For example:
· Cultural
· Political
· Economic
· Technological
· Legal Identifies and addresses 3 of the factors the project is operating in. For example:
· Cultural
· Political
· Economic
· Technological
· Legal Identifies and addresses all Enterprise Environment Factors the project is operating in. For example:
· Cultural
· Political
· Economic
· Technological
· Legal
Critical reasoning, presentation and justification of tools or techniques for EEF impact analysis
40%
Specific position (perspective or argument) fails to take into account
the complexities of the issue(s) or scope of the assignment.
Makes
assertions that are not justified Specific position (perspective or
argument) begins to take into account the issue(s) or scope of the
assignment.
Justifies any conclusions reached with arguments not
merely assertion. Specific position (perspective or argument) takes into
account the
complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
Justifies any conclusions
reached
with well-reached formed arguments not merely assertion. Specific
position (perspective or argument) is expertly presented and accurately
takes into account the complexities of the issue(s) and scope of the
assignment.
Justifies any conclusions with well-
developed
arguments. Specific position (perspective or argument) is presented
expertly, authoritatively and imaginatively, accurately taking into
account the complexities of the issue(s) and scope of the assignment.
Limits of position are acknowledged.
Justifies any conclusions reached with sophisticated arguments.
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Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Effective
Communication
20% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Audience
cannot follow the line of reasoning. Information, arguments and
evidence are presented in a way that is not always clear and logical.
Line
of reasoning is often difficult to follow. Information, arguments and
evidence are well presented, mostly clear flow of ideas and arguments.
Line
of reasoning is easy to follow. Information, arguments and evidence are
very well presented; the presentation is logical, clear and well
supported by evidence.
Demonstrates cultural sensitivity. Expertly
presented; the presentation is logical, persuasive, and well supported
by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity
Effective use of diverse presentation aids, including graphics and multi-media.
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Learning Rubrics: Assessment 2 Part B – Impact Analysis Report and Personal Learning Reflection
Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Evaluation of internal and external factors and their impact on project management processes
20%
Fails to contribute to evaluation of internal and external factors and
their impact on project management processes. Contributes to evaluation
of internal and external factors and their impact on project management
processes, but work accomplished lacks insight, and shows limited
knowledge or understanding of internal and external factors.
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 evaluation of internal and external factors and their
impact on project management processes, and shows understanding of
internal and external factors.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates
a capacity to explain and apply relevant concepts. Contributes to
evaluation of internal and external factors and their impact on project
management processes, and work shows insight, and thorough understanding
of internal and external factors.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course
materials
Well
demonstrated capacity to explain and apply relevant concepts.
Sophisticated evaluation of internal and external factors and their
impact on project management processes.
Critically discriminates
between assertion of personal opinion and information substantiated by
robust evidence from the research/course materials
Mastery of concepts and application to new situations/further learning.
Contribution is comprehensive.
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Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Development of strategies to implement appropriate course of action
20%
Fails to contribute to development of strategies to implement
appropriate course of action. Contributes to development of strategies
to implement appropriate course of action, and shows limited knowledge
or understanding of change management strategies in project management
context.
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 development of strategies to implement appropriate course
of action and work shows insight and understanding of change management
strategies in project management context.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates
a capacity to explain and apply relevant concepts. Contributes to
development of strategies to implement appropriate course of action and
work shows insight and thorough understanding of change management
strategies in project management context.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course
materials
Well
demonstrated capacity to explain and apply relevant concepts. Developed
sophisticated strategies to implement appropriate course of action.
Critically
discriminates between assertion of personal opinion and information
substantiated by robust evidence from the research/course materials
Mastery of concepts and application to new situations/further learning.
Contribution is comprehensive.
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Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Stakeholder management and communication
20% Limited knowledge, skill and/or experience in stakeholder and communication management.
Difficult
to understand for audience, no logical/clear structure, poor flow of
ideas, argument lacks supporting evidence. Understands stakeholder and
communication management principles and processes.
arguments and evidence are presented in a way that is not always clear and logical.
Information, argumentsInformation, Identifies key stakeholders and communication processes.
and
evidence are well presented, mostly clear flow of ideas and arguments.
Identifies key stakeholders and communication processes.
Articulates appropriate strategies to communicate impact on the project with key stakeholders.
Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence.
Demonstrates cultural sensitivity. Perform high level of communication and stakeholder analysis.
Clearly
demonstrates effective strategies to communicate results of the impact
analysis of the project with a range of key stakeholders.
Expertly
presented; the presentation is logical, persuasive, and well supported
by evidence, demonstrating a clear flow of ideas and arguments.
Demonstrates high levels of cultural sensitivity
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Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Thorough knowledge or Highly developed A sophisticated
Knowledge or understanding of understanding of understanding of
understanding of Integrated project Integrated project Integrated project
Integrated project management, plan, processes, life cycle management,
plan, processes, life cycle and/or enterprise management, plan,
processes, life cycle and/or enterprise management, plan, processes,
life cycle and/or enterprise
and/or enterprise environment factors. environment factors. environment factors. environment factors.
Supports personal Discriminates between Systematically and
Resembles a recall or opinion and information assertion of personal critically discriminates
summary of key ideas. substantiated by opinion and information between assertion of
Personal learning evidence from the substantiated by robust personal opinion and
Reflection: Key Limited understanding of Often conflates/confuses research/course evidence from the information
knowledge and skills Integrated project assertion of personal materials. research/course substantiated by robust
learned
from this subject. Lesson management, plan, processes, life cycle
opinion with information substantiated by Realise and reflect to
materials and extended reading. evidence from the research/course
learnt and benefits and/or enterprise evidence from the personal study and career materials and extended
for future study and environment factors. research/course benefits from the Well demonstrated reading.
career.
30% No personal reflection materials.
Some attempt at self- learning.
Some
attempt at self- capacity to explain and apply tools or techniques for
future study and Expertly articulates, justifies and apply tools
criticism, but fails to demonstrate awareness criticism, but fails to
demonstrate awareness career or techniques for future study and career.
Well
of personal biases, stereotypes or preconceptions. of personal
biases, stereotypes or preconceptions. Demonstrates the ability to
question own biases, stereotypes, preconceptions but new structured
report follow reflection frameworks
Demonstrates the ability
No
attempt at asking probing questions about self. Asks some probing
questions about self, but do not attempt to answer these. modes of
thinking is not evident.
Risks asking probing to question own biases, stereotypes, preconceptions and define new modes of
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Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
questions about self but only attempts to answer these sometimes. thinking as a result.
Risks asking probing questions about self and attempts to answer these.
Use of academic and discipline conventions and sources of evidence
10% Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There
are mistakes in using the APA style. Is written according to academic
genre (e.g. with introduction, conclusion or summary) and has accurate
spelling, grammar, sentence and paragraph construction.
Demonstrates
consistent use of credible and relevant research sources to support and
develop ideas, but these are not always explicit or well developed.
There
are no mistakes in using the APA style. Is well-written and adheres to
the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre.
Consistently
demonstrates
expert use of good quality, credible and relevant research sources to
support and develop appropriate arguments and statements. Shows evidence
of reading beyond the key reading
There are no mistakes in using the APA style. Expertly written and adheres to the academic genre.
Demonstrates
expert use of high-quality, credible and relevant research sources to
support and develop arguments and position statements. Shows extensive
evidence of reading beyond the key reading
There are no mistakes in using the APA Style.
