Recent Question/Assignment

Subject Code and Title PROJ6006: Organisational Behaviour and People Management
Assessment 03: Project HRM Plan
Individual/Group Group
Length 2400 words
Learning Outcomes 1, 2 and 3
Submission End of the first week of Module 6
Weighting 40%
Total Marks 40 marks
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.

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

Learning Rubrics
Assessment Attributes Fail (Unacceptable) (0-49%) Pass
(50-64%) Credit
(65-74%) Distinction
(75-84%) High Distinction
Develop and apply a range of leadership and Shows limited knowledge, skill and/or experience in Demonstrates clear understanding of change Advocates processes to enable continuous Elaborates a process to create innovative Incorporates an agenda to foster continuous
communication strategies change management due to: management principles improvement. solutions. improvement for change
to achieve project success · Limited description of and processes, and its management.
for all stakeholders change management impact on business and Articulates how to Suggests a plan to develop
principles and processes staff by: facilitate team’s individual and team Elaborates a plan to
25% · Limited application of the · Identifying elements involvement in the change commitment to new develop leadership and
impact of business and staff of change needed to facilitate teams involvement in process. solutions. individual and team commitment to new
management principles change Communicates the need Articulates leadership solutions.
and processes · Calling attention to the for change and strategies strategies to encourage
need to communicate to support leadership for knowledge sharing under Identifies a framework to
strategies for change and leadership in new ideas and processes. different change scenarios. foster a continuous improvement cycle of
support of new ideas Identifies the role of Anticipates obstacles to learning within the
and processes culture on change. knowledge sharing and suggests ways to alleviate obstruction. organisation.
Anticipates obstacles to knowledge sharing and suggests ways to alleviate obstruction.
Knowledge and Shows limited understanding Resembles a recall or Articulates clear Elaborates the relationship Discriminates between
understanding of the of the management of summary of key ideas understanding of the between managing managing stakeholder
management of stakeholder objectives and about stakeholder concept of agency. stakeholder objectives and objectives and the agency
stakeholder objectives and the impact this has on the agency of project teams the impact this has on the agency of project teams. objectives.
Addresses the impact of Supports personal opinion and information the agency of project teams. of project teams,
articulates the relationship, identifies risk in managing
Does not address key stakeholder objectives on substantiated by evidence Discriminates between stakeholder objectives and
25% components of stakeholder project teams. from the research assertion of personal suggests strategies for
objectives. materials. opinion and information mitigation.
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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 Difficulty in formulating own Difficulty in justifying Conclusions are justified Formulates and justifies Uses ethical principles to
(recognises ethical and opinion and lack of conclusions based on based on moral-ethical conclusions based on identify competing
moral issues within a discipline and is able to recognition of ethical principles and competing moral-ethical principles but recognises different principles. moral-ethical principles. interests and views.
reason based on these principles) interests.
Does not clearly demonstrate viewpoints. Can recognise the competing interests in arguments and identify Sophisticated
understanding of the ethical and moral
20% moral-ethical reasoning. ethical issues embodied in them. positions.
Well-articulated viewpoint
based on moral-ethical reasoning.
Use of academic and Poorly written with errors in Is written according to Is well-written and adheres Is very well-written and Expertly written and
discipline conventions and spelling, grammar. academic genre (e.g. with to the academic genre (e.g. adheres to the academic adheres to the academic
sources of evidence Demonstrates inconsistent use introduction, conclusion or summary) and has accurate with introduction, conclusion or summary). genre. genre.
10% of good quality, credible and relevant research sources to support and develop ideas. spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of high quality, credible and relevant research sources Consistently demonstrates expert use of good quality, credible and relevant research sources to Demonstrates expert use of high-quality, credible and relevant research sources to support and develop
There are mistakes in using Demonstrates consistent to support and develop support and develop arguments and position
the APA style. use of credible and relevant research sources ideas. appropriate arguments and statements. Shows statements. Shows extensive evidence of
to support and develop There are no mistakes in evidence of reading reading beyond the key
ideas, but these are not always explicit or well developed. using the APA style. beyond the key reading
There are no mistakes in using the APA style. reading
There are no mistakes in using the APA Style.
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There are no mistakes in using the APA style.
Effective Communication Difficult to understand for Information, arguments Information, arguments Information, arguments Expertly presented; the
10% audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. and evidence are presented in a way that is not always clear and logical. and evidence are well presented, mostly clear flow of ideas and arguments. and evidence are very well presented, the presentation is logical, clear and well supported by evidence. presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
No effort is made to keep Attempts are made to keep The audience is mostly
audience engaged, audience cannot follow the line of the audience engaged, but not always successful. Line engaged, line of reasoning is easy to follow. Engages the audience, demonstrates cultural Engages and sustains audience’s interest in the
reasoning. of reasoning is often difficult to follow. sensitivity. topic, demonstrates high levels of cultural sensitivity.
Team Work Does not participate Participates effectively in Contributes to small group Understands group Builds team’s identity and
10% effectively in a team environment. teams.
Identifies team and discussions to reach agreement on issues. dynamics and team roles. Facilitates team commitment. Leads teams.
Places individual goals ahead of the group responsibility. individual goals, tasks, responsibilities and schedules. Works together with others towards shared goals. development. Renegotiates Evaluates teams’ outcomes.
Hinders the group process Renegotiates responsibilities, tasks and Implements strategies for
and upsets the schedule. Contributes to group responsibilities to meet schedules to meet needed enhancing team
processes. needed change. change. effectiveness.
Supports the team.
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