PROJ6000 Principles of Project Management

ASSESSMENT BRIEF
Subject Code and Title	PROJ6000 Principles of Project Management
Assessment	Assessment 1 – Module Discussion Topic 1-2: Project Management Competencies and Project Selection Methods
Individual/Group	Individual
Length	750 words
Learning Outcomes	Successful completion of this assignment will result in achievement of the following subject learning outcomes: 1. Understand PMBOK knowledge areas and process groups and their role, relevance and impact on project management best practice and PMI’s Code of Ethics.
Submission	By 11:55pm AEST/AEDT Sunday end of Module 2
Weighting	15%
Total Marks	15 Marks

Context:
Module discussions in online learning environments enhance the learning experience; they
provide a different method of learning than that provided by conventional classrooms.
The discussion topics are carefully structured to assist students with their learning and in
completing their assessments. They also provide an opportunity for students share their
understanding of the subject matter and to enhance that understanding through
consideration of that of their fellow students.
Instructions:
Provide at least one original post and one response to a peer’s post for the following
discussion topic. Please ensure your posts are in the discussion forum by the end of Module
2 (Week 4). For face-to-face delivery, your lecturer may conduct discussion activities in class.
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Assessment 1: Module Discussion Topic 1-2 Project Management
Competencies and Project Selection Methods (15%)
To prepare for this discussion topic, read and explore your Learning Resources especially the
project management websites.
Based on your current understanding of global project management, critically analyse
particular personal traits or competencies that are important for project managers to
possess in order to be most effective?
Briefly describe a project of which you are aware, either through personal experience,
observation or from your own research. Explain the methods that could appropriately be
used in project selection and their processes.
Your assessment should contain 500 words of your initial post and 250 words of the
responding post.
Output and Submission:
Submit your completed assessment by the end of module 2 (Week 4) on Blackboard.
Learning Resources:
Government of Tasmania (n. d.). PM-902 Business Case (Small) Template & Guide. Retrieved
from http://www.egovernment.tas.gov.au/__data/assets/word_doc/0013/15520/pmantemp-open-sml-proj-bus-case.doc
Ghosh, S., Forrest, D., DiNetta, T., Wolfe, B., & Lambert, D. C. (2012). Enhance PMBOK by
comparing it with P2M, ICB, PRINCE2, APM and Scrum project management standards. PM
World Today, 14(1), 1–77.
Laureate Education (Producer). (2013a) The practice of project management [Video file].
Baltimore, MD: Author.
Learning and Academic Skills Unit. (2016). Academic Writing Guide. APA 6th ed. Sydney,
Australia: Laureate Australia.
Lloyd-Walker, B., & Walker, D. (2011). Authentic leadership for 21st century project delivery.
International Journal of Project Management, 29(4), 383–395
Müller, R., & Turner, R. (2010). Leadership competency profiles of successful project
managers. International Journal of Project Management, 28(5), 437–448
Nauman, S., Khan, A. M., & Ehsan, N. (2010). Patterns of empowerment and leadership style
in project environment. International Journal of Project Management, 28(7), 638–649.
Project Management Institute. (2013). A guide to the project management body of
knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: PMI.
Project Management Institute. (2017). A guide to the project management body of
knowledge (PMBOK guide) (6th ed.). Newtown Square, PA: PMI.
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Project Management Institute. (2017). Project manager competency framework (3rd ed.).
Newtown Square, PA: PMI.
Project Management Institute. (n.d.). Code of Ethics and Professional Conduct. Retrieved
from http://www.pmi.org/About-Us/Ethics/Code-of-Ethics.aspx
Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.).
Indianapolis, IN: Wiley.
Yang, L.-R., Huang, C.-F., & Wu, K.-S. (2011). The association among project manager’s
leadership style, teamwork and project success. International Journal of Project
Management, 29(3), 258–267.
Assessment Criteria:
The assessment will be graded using the Learning Rubrics below. This is an individual
assignment and worth 15%.
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Learning Rubrics – Part A

Assessment Attributes	Fail (0-49)	Pass (50-64)	Credit (65-74)	Distinction (75-84)	High Distinction (85-100)
Content, Audience and Purpose 10%	Demonstrates no awareness of context and/or purpose of the assignment.	Demonstrates limited awareness of context and/or purpose of the assignment	Demonstrates consistent awareness of context and/or purpose of the assignment.	Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.	Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.
Correct citation of key resources and evidence 10%	Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. There are mistakes in the APA style.	Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in the APA style.	Demonstrates use of high quality, credible and relevant resources to support and develop ideas. There are no mistakes in the APA style.	Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence There are no mistakes in the APA style.	Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence There are no mistakes in the APA style.
Effective Communication 30%	Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning.	Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow.	Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow.	Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Demonstrates cultural sensitivity.	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

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levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media.
Knowledge and understanding 50%	Limited understanding of required concepts and knowledge Key components of the assignment are not addressed.	Knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.	Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts.	Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts.	A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning.

 

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