ASSESSMENT BRIEF
Subject Code and Title
PROJ 6002: Project Planning and Budgeting
Assessment
Assessment 1 – Scope and Time Management Plan (2 parts)
Part A: Module 2 Discussion Activity
Part B: Scope and Time Management Plan
Individual/Group
Individual/Group
Length
Part A: 500 words/student Part B: 800 words/student
Learning Outcomes
Successful completion of this assessment will result in achievement of the following subject learning outcomes:
1. Evaluate and apply a range of project scope, cost and time
management planning techniques and practices to address the needs of complex project briefs, including global, paying particular attention to issues impacting project outcomes.
2. Present and justify budgetary and planning outcomes to a globally diverse range of stakeholders who represent competing interests in order to obtain agreement and commitment to action
Submission
Part A:
Part B:
By 11:55pm AEST/AEDT Sunday End of Module 3
Weighting
50% (Part A: 10%; Part B: 40%)
Total Marks
Part A: 10 marks Part B: 40 marks
Context:
The backbone of a project manager’s work is the Project Management Plan. This plan is the document which describes how the project will be executed, monitored and controlled. It integrates and consolidates all of the subsidiary plans and baselines from the planning processes. In this subject, you will be creating components of a Project Management Plan for your selected Case Study.
Project Scope Management includes the processes required to ensure that the project includes all the work required, and only the work required, to complete the project successfully. Managing the
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project scope is primarily concerned with defining and controlling what is and is not included in the project.
Project Time Management includes the processes required to manage the timely completion of the project. Plan Time Management is the process of establishing the policies, procedures, and documentation for planning, developing, managing, executing, and controlling the project schedule.
Effective scope management is one of the key factors determining project success. Failure to accurately interpret a client’s needs or problems will produce a misleading definition (scope of work). If this causes rework and additional effort, there may be project cost and time implications. Therefore project success will be self-limiting if the scope of work is not adequately defined.
Instructions:
This assessment has two parts: Module 2 Discussion Activity (Part A) and Scope and Time Management documentation (Part B).
Part A – Module 2 Discussion Activity
Schedule Management.
How might changes to project scope affect the project’s schedule, and how would a project manager formally communicate such variances to project stakeholders?
Output
Provide an initial discussion of approximately 250 words by the first half of Module 2. Respond with approximately 250 words for each feedback/comment to at least one fellow student’s discussion by the end of Module 2 (Total 500 words for Assessment 1 Part A).
Part B – Scope and Time Management Plans
In this subject, you will be creating key components of a Project Management Plan using the information found in your selected Case Study. The case study (or a selection of) will be provided by your learning facilitator at the commencement of the subject.
In modules 1, 2 and 3, you will work individually or in a group of 2-3 students on a given/approved Case Study. For Assessment 1 Part B, you are responsible for submitting the following components of your project scope and time management plans that contain:
Project goals and objectives
Project scope statement
Work Breakdown Structure (WBS)
Project schedule
For the project scope statement and WBS, you can use the templates found in this module’s Learning Resources or a format of your own. For the project schedule, you are responsible for submitting a schedule and a network diagram using the critical path method (CPM). Your schedule can be created using scheduling software e.g. ProjectLibre or Microsoft Project. Your network
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diagram can be hand-drawn and scanned or created using drawing tools e.g. in Microsoft Word or PowerPoint.
Your written project goals, project objectives and scope statement should consist of 800 words/student.
Output:
Complete and submit your Scope and Time Management Plan individually or in a group of 2 to 3 students by the end of Module 3. If your submission is in group, only one group member to submit the assessment. Each group member is required to submit a contribution form.
Learning Resources
Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley.
Chapter 3: Planning the Project Scope Statement
Chapter 4: Creating the Project Schedule
Kheder, M. (2014). Project Scope Management (Streaming video). Retrieved from
ProjectLibre. (n.d.). ProjectLibre: Open source replacement of Microsoft Project [Software download].
Retrieved from
Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK Guide®) (6th ed.). Newtown Square, Pennsylvania: Project Management Institute.
Section 1.5: Relationship Between Project Management, Operations Management and Organizational Strategy
Section 1.6: Business Value
Section 1.7: Role of the Project Manager
Section 4.2: Develop Project Management Plan
Section 5.1: Plan Scope Management
Section 5.2: Collect Requirements
Section 5.3: Define Scope
Section 5.4: Create WBS
Section 6.1: Plan Schedule Management
Section 6.2: Define Activities
Section 6.3: Sequence Activities
Section 6.4: Estimate Activity Resources
Section 6.5: Estimate Activity Durations
Section 6.6: Develop Schedule
Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley Publishing.
Document: Network Diagram Template and Example (Word document)
Document: Project Scope Statement Template (Word document)
Document: Work Breakdown Structure Template and Example (Word document)
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Thayer School of Engineering at Dartmouth (2014). Project Scheduling (Streaming video). Retrieved
Chapter 4: How to Scope a TPM Project
Chapter 5: How to Plan a TPM Project (Read the sections from ‘Building the WBS’ through to ‘Constructing the Project Network Diagram’)
Document: ProjectLibre Student Guide (PDF)
Assessment Criteria:
Submitted assessments will be marked using the Learning Rubrics enclosed.
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Learning Rubric: Part A – Module Discussion Activity
Assessment Attributes
Fail (0-49)
Pass (50-64)
Credit (65-74)
Distinction (75-84)
High Distinction (85-100)
Evaluation and application of a range of project scope, cost and time management planning techniques and practices to address project briefs and stakeholder needs
60%
Fails to evaluate or apply project scope, cost and time management planning techniques/practices to address project briefs and/or stakeholder needs.
Evaluates and applies project scope, cost and time management planning techniques and practices to address project briefs.
Understands stakeholders and communication management principles and processes.
Evaluates and applies a range of project scope, cost and time management planning techniques and practices to address project briefs.
Identifies key stakeholders’ communication processes.
Evaluates and applies a range of project scope, cost and time management planning techniques and practices to address project briefs and issues impacting project outcomes and success.
Identifies key stakeholders’ communication processes and articulates strategies to communicate project status.
Identifies options to satisfy changes and their impact on project outcomes.
Critically evaluates and applies a range of project scope, cost and time management planning techniques and practices to address project briefs and issues impacting project outcomes and success.
Identifies key stakeholders’ communication processes and articulates strategies to communicate project status and risk analysis result with key stakeholders.
Formulates a process to forecast potential change to project to minimise it and develops a strategy to manage the change.
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Constructive feedback to peers
30%
Fails to offer any feedback.
No support or encouragement to peers.
No awareness or sensitivity to diversity amongst peers.
Offers feedback but rarely constructive or useful.
Feedback is not always clear or specific to guide peers.
Little support or encouragement to peers.
Demonstrates little awareness of and/or sensitivity to diversity amongst peers.
Offers feedback that is sometimes constructive or useful.
Feedback is provided with examples to guide peers.
Some support and encouragement to peers.
Demonstrates some level of awareness of and sensitivity to diversity amongst peers.
Offers constructive feedback regularly.
Formulates the merits of alternative ideas or proposals and communicates them to peers.
Offers support and encouragement to peers.
Demonstrates a high level of awareness of and sensitivity to diversity amongst peers.
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 peers.
Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers.
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.
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
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.
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
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
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There are mistakes in using the APA style.
sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style.
There are no mistakes in using the APA style.
evidence of reading beyond the key reading
There are no mistakes in using the APA style.
reading beyond the key reading
There are no mistakes in using the APA Style.
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Learning Rubric: Part B – Scope and Time Management Plans
Assessment
Attributes
Fail (0-49)
Pass (50-64)
Credit (65-74)
Distinction (75-84)
High Distinction (85-100)
Knowledge and understanding of scope and time management planning techniques
60%
Neglects one or more elements of project scope and time management planning techniques.
Key components of the plan are not addressed.
Completes all elements of project scope and time management planning techniques.
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.
Elaborates all elements of project scope and time management planning techniques.
Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts.
Elaborates all elements of project scope and time management planning techniques and identifies the issues impacting scope and time management planning as they effect project outcomes.
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.
Critically evaluates and applies a range of scope and time management planning tools and techniques to address project briefs and elaborates the issues impacting project outcomes and success.
Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research and course materials.
Mastery of concepts and application to new situations/further learning.
Use of academic and discipline conventions and sources of evidence
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Is very well-written and adheres to the academic genre.
Expertly written and adheres to the academic genre.
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10%
and relevant research sources to support and develop ideas.
There are mistakes in using the APA style.
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.
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.
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.
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.
Effective communication
30%
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.
Little use of presentation aids, or the presentation aids and material used are irrelevant.
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.
Presentation aids are used more for effect than relevance.
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.
Effective use of presentation aids.
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used.
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,
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including graphics and multi-media.
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