project managament final

BBA222 – Project Management

Project Proposal

Activity brief

Online campus

Professor: Diego Navarra | [email protected]

Description

You should develop a project proposal that includes project identification, a project plan, a schedule and budget with appropriate justification. The contents of this assignment may be related to the previously prepared case study or a new project. The maximum word-count of this assignment is 1500 words and should include references from peer-reviewed sources (i.e. books and academic Journals) formatted using the Harvard referencing style.

Format

The following is a format suggestion for the project proposal:

· Project purpose or justification,

· Measurable project objectives and related success criteria,

· High-level requirements,

· Assumptions and constraints,

· High-level project description and boundaries,

· High-level risks,

· Summary milestone schedule,

· Summary budget,

· Stakeholder list,

· Project approval requirements (i.e., what constitutes project success, who decides the project is successful, and who signs off on the project),

· Assigned project manager, responsibility, and authority level, and

· Name and authority of the sponsor or other person(s) authorizing the project charter.

Goal(s)

· Explain the role of project management inside the organization

· Offer knowledge on how and why to apply project management

· Review the roles and responsibilities

Due date

Date:7 May 2021

Time: 23:59

Weight towards final grade

This activity has a weight of 60% towards the final grade.

Learning outcomes

1. describe the need for a project- based approach

inside organizations;

2. understand the role of project management as a strategic element inside organizations;

3. critically assess the roles and responsibilities of a project manager;

4. evaluate how to select, develop, plan, schedule and measure its outcomes and risks.

Assessment

criteria

Please refer to the enclosed rubric

Criteria Accomplished (A)

Proficient (B)

Partially proficient (C)

Borderline (D)

Fail (F)

Problem

identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering

obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound

criteria for selecting information but not consistent throughout.

Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions

The student evaluated, analyzed, synthesized all information provided to create a

The student evaluated, analyzed and synthesized to create a conclusion(s) which

The student reached conclusions, but they were limited and provided minimal

The conclusion was reasonable but lacked depth and would not

The student formed a conclusion, but it was not reasonable. It was either

perceptive set of conclusions to support the decisions and solutions.

support decisions and solutions.

direction for decision-making and solutions.

be a basis for suitable strategy development.

unjustified, incorrect or unrelated to the case in hand.

Solutions

The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problemsolving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered.

Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.