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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 Chapter 8: Developing the Project Team (Read the section on ‘Directing and Managing Project Work’) Chapter 10: Measuring and Controlling Project Performance (Read the section on ‘Managing Perform Integrated Change Control’) 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. Section 3.5: Executing Process Group Section 3.6: Monitoring and Controlling Process Group Section 4.3: Direct and Manage Project Work Section 4.4: Monitor and Control Project Work Section 4.5: Perform Integrated Change Control Section 5.5: Validate Scope Section 5.6: Control Scope Section 6.7: Control Schedule Section 7.4: Control Costs 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. Change Log Template (Word document) Change Management Plan Template (Word document) Change Request Template (Word document) Wysocki, R. K. (2012). Effective Project Management: Traditional, Agile, Extreme (6th ed.). Indianapolis, IN: Wiley. Chapter 6: How to Launch a TPM Project (sections ‘Recruiting the Project Team’ to ‘Assigning Resources’). 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. http://www.projectlibre.org/home http://ezp.tua.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site http://ezp.tua.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site PROJ6003_assessment 1 brief_July 2019.docx Page 4 of 9 Learning Rubric – Assessment 1 Part A: Modules 1-2 Discussion Forums Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100) Contributes to identifying tools or techniques of sourcing project data and developing processes and measures to manage project change 60% Fails to contribute to the identification of tools or techniques of sourcing data and/or developing processes and measures to manage project change. Contributes an identification of tools or techniques of sourcing project data. Resembles a recall or summary of key ideas. Contributes an identification of both tools and techniques of sourcing project data without citing evidence from the research or readings. Demonstrates capacity to explain and apply relevant concepts. Contributes an identification of both tools and techniques of sourcing project data and analyses or evaluates their value towards the processes to measure and manage project change. Supports personal opinion and information substantiated by evidence from the research/course materials. Contributes an identification of both tools and techniques of sourcing project data and analyses or evaluates their value towards the processes to measure and manage project change, with added insight that extends knowledge available from sourced data. Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials 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. Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to 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. PROJ6003_assessment 1 brief_July 2019.docx Page 5 of 9 Demonstrates little awareness of and/or sensitivity to diversity amongst peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers support and encouragement to peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst 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. 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. There are no mistakes in using the APA style. 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