Explain what processes are involved in submitting a request to deal with the changes necessary from your analysis of the case study.

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.

Attachments: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.
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
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.
PROJ6003_assessment 1 brief_July 2019.docx Page 6 of 9
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
PROJ6003_assessment 1 brief_July 2019.docx Page 7 of 9
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.
PROJ6003_assessment 1 brief_July 2019.docx Page 8 of 9
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
PROJ6003_assessment 1 brief_July 2019.docx Page 9 of 9
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.