Recent Question/Assignment

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.
PROJ6001_Assessment 2 brief 081117 Final.docx Page 6 of
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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
PROJ6001_Assessment 2 brief 081117 Final.docx Page 9 of
10

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.
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