ASSESSMENT BRIEF 03
Subject Code and Title
PROJ6006: Organisational Behaviour and People Management
03: Project HRM Plan
1, 2 and 3
End of the first week of Module 6
In this Assessment, students further analyse the case study that was introduced in Module 1 and Assessment 1. With an understanding of the leadership styles that seem appropriate for the environment and circumstances, students now work in groups to develop a Project Human Resource Plan. This will give students the opportunity to participate in the formal project management practice of developing a plan for managing the work of the diverse individuals that will contribute to a specific project.
The Assessment has two components
Students will initially focus on elements that address team building, including planning for the team organisational structure, recruitment of team members, and efforts to bring the individuals together as a cohesive team.
Students will then address the elements of team management, including plans for managing communication, assessment of work, and improvement.
In addition to practicing relevant planning activities, students will also practice the skills required to work effectively as part of a group. Each group will need to negotiate roles and responsibilities in order to successfully meet deliverable requirements.
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Note: Groups will be assigned by the Learning Facilitator in consultation with the students and it is expected that there would be four(4) people in each group. It is expected that Groups will be identified early during the Module 1 and 2 so that students can get to know each other within the group well before starting the group project. A group size of 4 has been proposed to ensure diversity, interaction and opportunity for students to grow and lead teams. Only in exceptional situation a different group size may be approved by the Learning Facilitator.
From a project management perspective, students will begin work in groups on delivery of a Project HR Plan, to be submitted at the end of week 1 of Module 6. The assessment requires that students work in groups to develop a project HR plan for the organisation highlighted in the case student presented in Module 1. The assessment combines two parts, as follows:
Team Building component
As part of the team building component, the assessment will contain the following components:
• A draft organisational chart for the project team
• A staffing/recruitment plan
• A team building plan
Moving to the team Management component,
As part of managing the team, the assessment will then contain the following components:
• A staff management plan
• A communications plan
• An assessment plan
• An improvement plan
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Fail (Unacceptable) (049%) Pass
(75-84%) High Distinction
Develop and apply a range of leadership and communication strategies to achieve project success for all stakeholders
25% Shows limited knowledge, skill and/or experience in change management due to:
• Limited description of change management principles and processes
• Limited application of the impact of business and staff of change management principles and processes Demonstrates clear understanding of change management principles and processes, and its impact on business and staff by:
• Identifying elements needed to facilitate teams involvement in change
• Calling attention to the need to communicate strategies for change and leadership in support of new ideas and processes Advocates processes to enable continuous improvement.
Articulates how to facilitate team’s involvement in the change process.
Communicates the need for change and strategies to support leadership for new ideas and processes.
Identifies the role of culture on change. Elaborates a process to create innovative solutions.
Suggests a plan to develop individual and team commitment to new solutions.
Articulates leadership strategies to encourage knowledge sharing under different change scenarios.
Anticipates obstacles to knowledge sharing and suggests ways to alleviate obstruction. Incorporates an agenda to foster continuous improvement for change management.
Elaborates a plan to develop leadership and individual and team commitment to new solutions.
Identifies a framework to foster a continuous improvement cycle of learning within the organisation.
Anticipates obstacles to knowledge sharing and suggests ways to alleviate obstruction.
Knowledge and understanding of the management of
stakeholder objectives and the impact this has on the
agency of project teams
25% Shows limited understanding of the management of stakeholder objectives and the impact this has on the agency of project teams.
Does not address key components of stakeholder objectives. Resembles a recall or summary of key ideas about stakeholder objectives.
Addresses the impact of stakeholder objectives on project teams. Articulates clear understanding of the concept of agency.
Supports personal opinion and information substantiated by evidence from the research materials. Elaborates the relationship between managing stakeholder objectives and the agency of project teams.
Discriminates between assertion of personal opinion and information Discriminates between managing stakeholder objectives and the agency of project teams, articulates the relationship, identifies risk in managing stakeholder objectives and suggests strategies for mitigation.
Explains management of stakeholder objectives and applies to the concept of project teams. substantiated by robust evidence from the research materials.
Supports personal opinion and information by robust evidence from the research materials and extended reading.
Ethical moral reasoning (recognises ethical and moral issues within a discipline and is able to reason based on these principles)
20% Difficulty in formulating own opinion and lack of recognition of ethical principles and competing interests.
Does not clearly demonstrate moral-ethical reasoning. Difficulty in justifying conclusions based on moral-ethical principles but recognises different viewpoints. Conclusions are justified based on moral-ethical principles. Formulates and justifies conclusions based on moral-ethical principles.
Can recognise the competing interests in arguments and identify ethical issues embodied in them. Uses ethical principles to identify competing interests and views.
Sophisticated understanding of the ethical and moral positions.
Well-articulated viewpoint based on moral-ethical reasoning.
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. 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.
There are no mistakes in using the APA style.
10% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, 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.
Engages the audience, 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.
10% Does not participate effectively in a team environment.
Places individual goals ahead of the group responsibility.
Hinders the group process and upsets the schedule. Participates effectively in teams.
Identifies team and individual goals, tasks, responsibilities and schedules.
Contributes to group processes.
Supports the team. Contributes to small group discussions to reach agreement on issues.
Works together with others towards shared goals.
Renegotiates responsibilities to meet needed change. Understands group dynamics and team roles.
Facilitates team development.
responsibilities, tasks and schedules to meet needed change. Builds team’s identity and commitment.
Evaluates teams’ outcomes.
Implements strategies for
enhancing team effectiveness.