Project Execution and Control
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pro6003assess1breaf.pdf
PROJ6003_Assessment 1 Brief_July 2019.Docx Page 1 of 9
ASSESSMENT BRIEF
Subject Code and Title PROJ6003 Project Execution and Control
Assessment Assessment 1: Change Management (2 parts)
Part A: Module 1-2 Discussion Forum
Part B: Change Control
Individual/Group Part A: Individual
Part B: Individual/Group
Length Part A: 750 words
Part B: 1500 words/student
Learning Outcomes 1. Draw on tools and techniques of sourcing project data, develop a range of processes and measures to manage scope, change and quality on complex global projects.
Submission Part A: Post by end of Module 2.
Part B: By 11:55pm AEST/AEDT Sunday end of Module 3
Weighting 50% (Part A: 15%; Part B: 35%)
Total Marks Part A: 15 marks
Part B: 35 marks
Context: During project execution, project managers ensure that project work is completed as specified in the Project Management Plan and according to project requirements. Requirements may change throughout the course of a project. Changes need to be controlled, ensuring all of their impacts upon the project are managed effectively and are incorporated into existing management plans and project baselines.
The process of directing and managing project work requires project managers to take on numerous responsibilities and to exhibit characteristics such as attention to detail, constant communication and effective leadership.
Instructions: For this Assessment refer to the assessment case study found in Key Learning Resources.
PROJ6003_Assessment 1 Brief_July 2019.Docx Page 2 of 9
There are two parts for this assessment: 1 Discussion Forum (Part A) that prepares students to write a Change Management Plan (Part B).
Each student will construct an initial response in approximately 500 words to the following questions and post on the Module discussion forums. Students will be graded individually on how students demonstrate/share project change management theories and contribute to the general discussion of the topic over weeks 2, 3 & 4 as well as their 250-words written response. The initial and responding posts must be submitted by the end of Module 2 (Total 750 words).
Part A: Module 1-2 Discussion Forums Managing Project Changes
Why is change management a necessary component of project management? Consider the given case study, critically analyse and identify key issues that could lead to any necessary changes in the project. What processes or strategies do you think would work best to perform the identified change requests from the case study?
Output: Part A – Complete your posts by the end of Module 2.
Part B: Change Control
Based upon the given case study, in groups or as an individual, develop a report on change control. In the report:
1. Identify changes required for the case study. Critically analyse their impact on scope, time, cost, quality of the project and the techniques used to manage them.
2. Explain what processes are involved in submitting a request to deal with the changes necessary from your analysis of the case study.
3. Identify and discuss options to satisfy each change request and any risks associated to the options.
4. Complete the change request/control form provided or one that is used from a workplace.
The written part of your change control report should consist of 1500 words/student.
If you work in group, nominate a group leader and this group leader will submit the assessment on behalf of the group.
Output: Complete and submit your change control report by the end of Module 3.
PROJ6003_Assessment 1 Brief_July 2019.Docx Page 3 of 9
Learning Resources:
Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley
x Chapter 8: Developing the Project Team (Read the section on ‘Directing and Managing Project Work’)
x Chapter 10: Measuring and Controlling Project Performance (Read the section on ‘Managing Perform Integrated Change Control’)
x Chapter 11: Controlling Work Results (Read the sections from ‘Managing Cost Changes’ to and including ‘Validating Project Scope’)
ProjectLibre. (n.d.). ProjectLibre: Open source replacement of Microsoft Project [Software download]. Retrieved from http://www.projectlibre.org/home
Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.
x Section 3.5: Executing Process Group x Section 3.6: Monitoring and Controlling Process Group x Section 4.3: Direct and Manage Project Work x Section 4.4: Monitor and Control Project Work x Section 4.5: Perform Integrated Change Control x Section 5.5: Validate Scope x Section 5.6: Control Scope x Section 6.7: Control Schedule x Section 7.4: Control Costs x Section 11.6: Control Risks
Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley.
x Change Log Template (Word document) x Change Management Plan Template (Word document) x Change Request Template (Word document)
Wysocki, R. K. (2012). Effective Project Management: Traditional, Agile, Extreme (6th ed.). Indianapolis, IN: Wiley.
x Chapter 6: How to Launch a TPM Project (sections ‘Recruiting the Project Team’ to ‘Assigning Resources’).
x Chapter 7: How to Monitor and Control a TPM (Read the sections from ‘Managing Project Status Meetings’ to and including ‘Putting It All Together’).
Assessment Criteria: Please refer to the following learning rubrics for assessment criteria on each part.
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so na
l op
in io
n an
d in
fo rm
at io
n su
bs ta
nt ia
te d
by
ev id
en ce
fr om
th e
re se
ar ch
/c ou
rs e
m at
er ia
ls .
D em
on st
ra te
s a
ca pa
ci ty
to
e xp
la in
a nd
a pp
ly
re le
va nt
c on
ce pt
s.
Co nt
rib ut
es to
th e
de ve
lo pm
en t o
f pr
oc es
se s
an d
m ea
su re
s to
m an
ag e
ch an
ge s
to
sc op
e, ti
m e,
c os
t a nd
qu
al ity
o n
co m
pl ex
g lo
ba l
pr oj
ec ts
. W
or k
sh ow
s in
si gh
t a nd
th
or ou
gh u
nd er
st an
di ng
of
in te
gr at
ed c
ha ng
e co
nt ro
l. D
is cr
im in
at es
b et
w ee
n as
se rt
io n
of p
er so
na l
op in
io n
an d
in fo
rm at
io n
su bs
ta nt
ia te
d by
ro bu
st
ev id
en ce
fr om
th e
re se
ar ch
/c ou
rs e
m at
er ia
ls .
W el
l d em
on st
ra te
d ca
pa ci
ty to
e xp
la in
a nd
ap
pl y
re le
va nt
c on
ce pt
s.
A so
ph is
tic at
ed
un de
rs ta
nd in
g of
th e
de ve
lo pm
en t o
f pr
oc es
se s
an d
m ea
su re
s to
m an
ag e
ch an
ge s
to
sc op
e, ti
m e,
c os
t a nd
qu
al ity
o n
co m
pl ex
g lo
ba l
pr oj
ec ts
e ff
ec tiv
el y
an d
un de
rs ta
nd in
g of
in
te gr
at ed
c ha
ng e
co nt
ro l.
Cr iti
ca lly
d is
cr im
in at
es
be tw
ee n
as se
rt io
n of
pe
rs on
al o
pi ni
on a
nd
in fo
rm at
io n
su bs
ta nt
ia te
d by
ro bu
st
ev id
en ce
fr om
th e
re se
ar ch
/c ou
rs e
m at
er ia
ls
Cr iti
ca lly
a pp
lie s
co nc
ep ts
to n
ew
si tu
at io
ns /f
ur th
er
le ar
ni ng
. Id
en tif
ie s
a fr
am ew
or k
to
fo st
er a
c on
tin uo
us
im pr
ov em
en t c
yc le
o f
le ar
ni ng
w ith
in th
e or
ga ni
sa tio
n.
PR O
J6 00
3_ as
se ss
m en
t 1 b
rie f_
Ju ly
2 01
9. do
cx
Pa ge
8 o
f 9
E ff
ec tiv
el y
co m
m un
ic at
es
20 %
D iff
ic ul
t t o
un de
rs ta
nd
fo r a
ud ie
nc e,
n o
lo gi
ca l/
cl ea
r s tr
uc tu
re ,
po or
fl ow
o f i
de as
, ar
gu m
en t l
ac ks
su
pp or
tin g
ev id
en ce
. N
o ef
fo rt
is m
ad e
to k
ee p
au di
en ce
e ng
ag ed
, au
di en
ce c
an no
t f ol
lo w
th
e lin
e of
re as
on in
g.
Li tt
le u
se o
f p re
se nt
at io
n ai
ds , o
r t he
p re
se nt
at io
n ai
ds a
nd m
at er
ia l u
se d
ar e
irr el
ev an
t.
In fo
rm at
io n,
a rg
um en
ts
an d
ev id
en ce
a re
pr
es en
te d
in a
w ay
th at
is
n ot
a lw
ay s
cl ea
r a nd
lo
gi ca
l. At
te m
pt s
ar e
m ad
e to
ke
ep th
e au
di en
ce
en ga
ge d,
b ut
n ot
a lw
ay s
su cc
es sf
ul . L
in e
of
re as
on in
g is
o ft
en
di ff
ic ul
t t o
fo llo
w .
Pr es
en ta
tio n
ai ds
a re
us
ed m
or e
fo r e
ff ec
t t ha
n re
le va
nc e.
In fo
rm at
io n,
a rg
um en
ts
an d
ev id
en ce
a re
w el
l pr
es en
te d,
m os
tly c
le ar
flo
w o
f i de
as a
nd
ar gu
m en
ts .
Th e
au di
en ce
is m
os tly
en
ga ge
d, li
ne o
f re
as on
in g
is e
as y
to
fo llo
w .
Ef fe
ct iv
e us
e of
pr
es en
ta tio
n ai
ds .
In fo
rm at
io n,
a rg
um en
ts
an d
ev id
en ce
a re
v er
y w
el l p
re se
nt ed
, t he
pr
es en
ta tio
n is
lo gi
ca l,
cl ea
r a nd
w el
l s up
po rt
ed
by e
vi de
nc e.
En
ga ge
s th
e au
di en
ce ,
de m
on st
ra te
s cu
ltu ra
l se
ns iti
vi ty
. Ca
re fu
lly a
nd w
el l
pr ep
ar ed
p re
se nt
at io
ns
ai ds
a re
u se
d.
Ex pe
rt ly
p re
se nt
ed ; t
he
pr es
en ta
tio n
is lo
gi ca
l, pe
rs ua
si ve
, a nd
w el
l su
pp or
te d
by e
vi de
nc e,
de
m on
st ra
tin g
a cl
ea r
flo w
o f i
de as
a nd
ar
gu m
en ts
. En
ga ge
s an
d su
st ai
ns
au di
en ce
’s in
te re
st in
th e
to pi
c, d
em on
st ra
te s
hi gh
le
ve ls
o f c
ul tu
ra l
se ns
iti vi
ty
Ef fe
ct iv
e us
e of
d iv
er se
pr
es en
ta tio
n ai
ds ,
in cl
ud in
g gr
ap hi
cs a
nd
m ul
ti- m
ed ia
. U
se s
ac ad
em ic
a nd
di
sc ip
lin e
co nv
en tio
ns a
nd
so ur
ce s
of e
vi de
nc e
5%
Po or
ly w
rit te
n w
ith
er ro
rs in
s pe
lli ng
, gr
am m
ar .
D em
on st
ra te
s in
co ns
is te
nt u
se o
f g oo
d qu
al ity
, c re
di bl
e an
d re
le va
nt re
se ar
ch
so ur
ce s
to s
up po
rt a
nd
de ve
lo p
id ea
s.
Th er
e ar
e m
is ta
ke s
in
us in
g th
e AP
A st
yl e.
Is w
rit te
n ac
co rd
in g
to
ac ad
em ic
g en
re (e
.g .
w ith
in tr
od uc
tio n,
co
nc lu
si on
o r s
um m
ar y)
an
d ha
s ac
cu ra
te
sp el
lin g,
g ra
m m
ar ,
se nt
en ce
a nd
p ar
ag ra
ph
co ns
tr uc
tio n.
D
em on
st ra
te s
co ns
is te
nt
us e
of c
re di
bl e
an d
re le
va nt
re se
ar ch
s ou
rc es
to
s up
po rt
a nd
d ev
el op
id
ea s,
b ut
th es
e ar
e no
t
Is w
el l-w
rit te
n an
d ad
he re
s to
th e
ac ad
em ic
ge
nr e
(e .g
. w ith
in
tr od
uc tio
n, c
on cl
us io
n or
s um
m ar
y) .
D em
on st
ra te
s co
ns is
te nt
us
e of
h ig
h qu
al ity
, cr
ed ib
le a
nd re
le va
nt
re se
ar ch
s ou
rc es
to
su pp
or t a
nd d
ev el
op
id ea
s.
Th er
e ar
e no
m is
ta ke
s in
us
in g
th e
AP A
st yl
e.
Is v
er y
w el
l-w rit
te n
an d
ad he
re s
to th
e ac
ad em
ic
ge nr
e.
Co ns
is te
nt ly
de
m on
st ra
te s
ex pe
rt u
se
of g
oo d
qu al
ity , c
re di
bl e
an d
re le
va nt
re se
ar ch
so
ur ce
s to
s up
po rt
a nd
de
ve lo
p ap
pr op
ria te
ar
gu m
en ts
a nd
st
at em
en ts
. S ho
w s
ev id
en ce
o f r
ea di
ng
be yo
nd th
e ke
y re
ad in
g
Ex pe
rt ly
w rit
te n
an d
ad he
re s
to th
e ac
ad em
ic
ge nr
e.
D em
on st
ra te
s ex
pe rt
u se
of
h ig
h- qu
al ity
, c re
di bl
e an
d re
le va
nt re
se ar
ch
so ur
ce s
to s
up po
rt a
nd
de ve
lo p
ar gu
m en
ts a
nd
po si
tio n
st at
em en
ts .
Sh ow
s ex
te ns
iv e
ev id
en ce
o f r
ea di
ng
be yo
nd th
e ke
y re
ad in
g
PR O
J6 00
3_ as
se ss
m en
t 1 b
rie f_
Ju ly
2 01
9. do
cx
Pa ge
9 o
f 9
al w
ay s
ex pl
ic it
or w
el l
de ve
lo pe
d.
Th er
e ar
e no
m is
ta ke
s in
us
in g
th e
AP A
st yl
e.
Th
er e
ar e
no m
is ta
ke s
in
us in
g th
e AP
A st
yl e.
Th
er e
ar e
no m
is ta
ke s
in
us in
g th
e AP
A St
yl e.
