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PROJ6003 Project Execution and Control ASSESSMENT BRIEF

ASSESSMENT BRIEF
Subject Code and Title PROJ6003 Project Execution and Control
Assessment Assessment 1: Change Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment (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 Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment 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.
There are two parts for this assessment: 1 Discussion Forum (Part A) that prepares students to write a Change Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment 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.
Learning Resources:
Heldman, K. (2013). PMP Project Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment 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 Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Institute.
• Section 3.5: Executing Process Group
• Section 3.6: Monitoring and Controlling Process Group
• Section 4.3: Direct and Get research paper samples and course-specific study resources under   homework for you course hero writing service – 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 Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Plan Template (Word document)
• Change Request Template (Word document)
Wysocki, R. K. (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Effective Project Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment: 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.
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.
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 using the APA style. 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 reading beyond the key
reading
There are no mistakes in using the APA Style.
Learning Rubric – Assessment 1 Part B: Change Control Report
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Identifies and analyses change and its impacts to scope, time, cost and quality on global projects
35%
Fails to contribute to identifying or analysing change and its impact on the project
Contributes to identifying tasks required to implement change.
Demonstrates limited awareness of possible implications of making change.
Minimal analysis of
change impact
Contributes to identifying tasks and resources required to implement the change.
Clearly articulates the impact of change on projects, identifying and analysing each of the key change contributors. Contributes to identifying tasks and resources required to implement the change and estimating the time needed to complete those tasks.
Contributes to presenting a coherent impact analysis.
Contributes to identifying options to satisfy change and assessing their impact on project outcome and success Contributes to identifying tasks and resources required to implement the change and provides a project schedule to complete those tasks.
Develops a critical analysis and evaluation of the impact of change and examines associated
risks involved
Contributes to identifying options which are aligned with project outcome and stakeholder wishes, to satisfy change and assess impacts on project outcome and success.
Contributes to formulating a process to forecast potential change to minimise it and develops a strategy to manage change and stakeholder
communications effectively.
Develops processes and measures to manage changes to scope, time, cost and quality on complex global projects.
40% Fails to contribute to the
development of processes and/or measures to manage changes to scope, time, cost and quality on complex global projects.
Identifies processes and measures to manage changes to scope, time, cost and quality on complex global projects but resembles a recall or summary of key ideas.
Conflates/confuses assertion of personal opinion with information from the research/course materials.
Contributes to the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects.
Shows understanding of integrated change control.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Contributes to the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects.
Work shows insight and thorough understanding of integrated change control.
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.
A sophisticated understanding of the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects effectively and understanding of integrated change control.
Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials
Critically applies concepts to new situations/further learning.
Identifies a framework to foster a continuous improvement cycle of learning within the organisation.
Effectively
communicates
20%
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, including graphics and multi-media.
Uses academic and discipline conventions and
sources of evidence
5%
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 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
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 reading
beyond the key reading
always explicit or well developed.
There are no mistakes in using the APA style. There are no mistakes in using the APA style. There are no mistakes in using the APA Style.

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