required to write reflective journal entries one about learning experience and the topic (s) learned in (Week 8 and Week 9) that is Reflective Journal (B). Please go through the assessment brief. It is journal B. week slides attached.
Page | 1 Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College 55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111 PRV12007; CRICOS 03048D Approved: 14/02/2019, Version 1 Unit Code and Title: SBM1201o Project Scope, Time and Cost Management Assessment Overview Assessment Task Type Weighting Due Length ULOs CLOs Assessment 1: Online Quiz This assessment requires students to write a review of an article demonstrating critical thinking through analysis of issues and cases in QRP management. Individual 10% Week 4 30 minutes ULO-1 CLO-1 Assessment 2: Reflective learning Journal You are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks. Individual 2x 10% 20% Week 7 And Week 9 400-500 words each ULO-1 ULO-2 CLO-1 CLO-4 Assessment 3: Critical review and evaluation of literature on selected topic This assessment requires students to review the literature and critically evaluate contemporary project scope, schedule or cost topic and discuss its application in a project environment, impact, current improvement in the selected topic…etc. Individual 30% Week 10 2000 words ULO-1 ULO-2 ULO-3 ULO-4 CLO-1 CLO-4 CLO-6 Assessment 4: Applied Project and Presentation slides- Project management plan for Project Scope, Schedule and Cost This assessment requires students to analyse a real-life project to develop and writer scope, schedule and cost plan. This assessment also requires student to prepare presentation slides. Individual 40% Week 12 2000 word And PP presentation slides ULO-1 ULO-2 ULO-3 ULO-4 CLO-1 CLO-4 CLO-6 CLO-9 Assessment Brief Page | 2 Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College 55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111 PRV12007; CRICOS 03048D Approved: 14/02/2019, Version 1 Assessment 1: Online Quiz-1 Due date: Week 4 Group/individual: Individual Word count / Time provided: 30 minutes Weighting: 10% Unit Learning Outcomes: ULO-1 Assessment Details: In this assessment, students are required to answer six multiple choice questions and three short answer questions. The quiz covers the topics covered from week 1 to week 3 inclusive. The students need to study the lectures slides and the chapters associated for the weekly lecture. The aim of this quiz is to assess the students’ understanding of the key concepts of the topics explained from week 1 to week 3, it also helps in identifying further support needs. The quiz will be conducted in the campus lab and during week 4 tutorial session. Assessment 2: Reflective Learning Journal (A and B) Due date: Week 7 and Week 9 Group/individual: Individual Word count / Time provided: 400-500 words Weighting: 10% each reflective journal (total 20%) Unit Learning Outcomes: ULO-1, ULO-2 In this assignment (Reflective Learning Journal) you are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks. You are required to write two reflective journal entries one about your learning experience and the topic (s) you learned in (Week 6 and Week 7) that is Reflective Journal (A) and it is due on Sunday of Week 7, and one about your learning experience and the topic (s) you learned in (Week 8 and Week 9) that is Reflective Journal (B) and it is due on Sunday of Week 9. It is recommended to visit the SLS page for more information about this type of assessment via this link https://apic.instructure.com/courses/39/pages/reflective-learning-journal In writing you reflective learning journal, you will need to follow the following strategy to write your journal entry: DIEP (Describe, Interpret, Evaluate, Plan) Strategy. Source: (RMIT University–adapted from Boud, D 1985, Reflection: Turning Experience into Learning) https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection-0 https://apic.instructure.com/courses/39/pages/reflective-learning-journal https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection-0 Page | 3 Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College 55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111 PRV12007; CRICOS 03048D Approved: 14/02/2019, Version 1 See attached file for explanation of each criterion in DIEP Mainly you need to select one of the main topics discussed in week 6 and week 7 and write your reflection on the selected topic. You required to write 400-500 words to describe your learning experience. You can use the following questions to guide your writing entry: • What did I read for this topic, apart from the notes? (Include information and references from a range of sources) • What was the most interesting thing I read for this topic - why was that? • What material didn’t I find interesting – why was that? • What did I previously think was true, but now know to be wrong? • What did we not cover that I expected we should? • What have I changed my mind about as a result of this topic? • What is one thing I learned in this topic that I may be able to use in future? • What am I still unsure about? What would I like to learn more about? • What issues(s) interested me and would I like to study in more detail? • What are my ideas for action, based on this topic? You can use the following example as reference: Adapted from RMIT University: https://emedia.rmit.edu.au/learninglab/content/sample-reflection-0 This week’s recommended reading on resource management and planning presented the idea of collect requirements through questioning to clarify the client needs and to establish the project’s work breakdown structure (WBS) (Smith 2019). The article gave a real-life example of this concept whereby groups of five people were asked to build a tower from straws. The facilitator said it would be judged in terms of strength, eight, and how aesthetically pleasing it was. Each group did the task cooperatively and finished it in the prescribed time. However, the facilitator pointed out that all groups built the tower without much attention to project management techniques in terms of asking clients for clarification for planning, resources allocation and so on. No group had asked a single question about the purpose, constraints, resources or stakeholder needs. The group displayed what is commonly described as ‘groupthink’ (Ahmed & Lee 2015; Jones 2016). This example illustrated to me a critical aspect of project management. The insight Describe Understanding the importance of clarification is key to my understanding of project management. It strengthens my use of PM tools and techniques. Asking and clarifying questions about different types of resources in a project (work, equipment, materials) allows project managers to identify what resources are needed for project effectiveness (PMI 2017).When we want to designate who or what is accountable for accomplishing tasks in our project schedule I can use PM tools to assign tasks and responsibilities. All this is possible only if requirements are clarified through questions. Interpret A major benefit of understanding the critical role of questioning in project management is that it might give me more confidence about asking questions. It changes my view of questioning government authorities. In my job as a project manager in the reserve bank in Phnom Penh I traditionally would not feel able to question my superiors in these projects. I would try to establish the requirements and resources in some other way. I thought I could Evaluate https://educationcentreofaustr-my.sharepoint.com/personal/s_zaidalkilani_apicollege_edu_au/Documents/APIC%202020/Coordinator/Plan%20for%20Shut%20down%20Campus/Examples%20to%20share%20with%20UCs/DIEP-%20Reflective%20journal.pdf https://emedia.rmit.edu.au/learninglab/content/sample-reflection-0 Page | 4 Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College 55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111 PRV12007; CRICOS 03048D Approved: 14/02/2019, Version 1 avoid asking questions by transferring lessons learned from one situation to another. I could do this by using a framework as a predictive aid to resourcing (Crawford & Pollack 2014). But now I feel I am required by my position to determine the dimensions and resources of a project. Knowing the role of questioning to achieve objective clarity for a specific purpose is very valuable for me to give me confidence in my position as a project manager in government projects. I believe this new understanding will be useful throughout my degree and in my future professional and private life. In my degree studies, I will endeavour to clarify the critical aspects of project planning by using a questioning technique that allows for understanding objective dimensions, and also any subjective aspects. In my practice as a project manager in Cambodia I will use questioning to clarify the project goals and objectives with all stakeholders. In my life I will question my own assumptions about what is expected of me before I jump in (and build any more towers). Plan Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 10% of the total unit mark Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark Description of the topic and learning experience (20 marks) Description of the topic or learning experience is unclear, vague and/or not relevant to the unit content. Description of the topic or learning experience is basic, general and/or somewhat relevant the unit content. Description of the topic or learning experience is clear and relevant to the unit content but may be general. Description of the topic or learning experience is clear and focused. Description of the topic or learning experience is clear and focused on the specific aspects that challenge and/or interest the student. Reflection on the topic and learning experience (30 marks) Minimal reflection is evident. Few connections are made with key unit concepts. Reflection is limited to description of general opinions and behaviours without reflection on underlying assumptions, habits or values. Limited reflection is evident. Some connections are made